Running Headers: SYNTHESIS MEMO

Nik Bowen
EDUC 5150 Multicultural Perspectives in Education

Dr. Kerry Soo Von Esch, Ph.D.

11/3/2015
Synthesis Memo #1

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Concepts
One of the most common themes to the major topics of power, privilege, and oppression
that we have discussed is how the Cycle of Socialization is an underlying foundational mechanic
of nearly all forms of oppression and privilege (Adams, Blumenfeld, Castaeda, Hackman,
Peters, & Ziga, 2013). The Cycle of Socialization interacts with childhood psychological and
sociological development to normalize oppressive or privileged self-concepts that are often
carried throughout ones life. This is one of the most hegemonic mechanisms of oppression
because of the way it normalizes oppression and the collective society all supports this concept
as intentional and unintentional forms of self-interest.
I theorize that there is a strong tie in power and oppression to Maslows Hierarchy of
Needs in that those with power and privilege have many needs met through the way systems
support them and privilege them with resources and ways of life that support them unfairly
(Maslow, 1943). Any perceived threat to the status quo, such as difference or change, may be
rationally or irrationally perceived to threaten their needs. One component of power and
privilege may stem from humans egoist, self-interest, and survival instinct.
Systems of oppression only accept and support ideas, individuals, and institutions that
align with their values; they only value that which has value that is assigned by the group and
usually that value aligns with whatever attributes, characteristics, identities, resources, and the
like that will support or enhance that system. These values creates oppressive paradigms such as
classism, racism, ableism, homophobia, sexism, transphobia, ageism, etc. within the dominant
groups (Grant & Sleeter, 2010). Oppression is so pervasive that it even instills these paradigms
within oppressed groups through internalized and horizontal oppression (Adams et al., 2013).
These views of ones oppressed self and oppressed groups reinforces messages of societys lack

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of value for these people and as social creatures, we get stuck in a loop where we cannot see our
own value, perpetuate stereotypes which society perceives and exemplifies.
Privilege and oppression have truly powerful and real impacts at the individual,
institutional, and cultural level. As previously described, in all its forms privilege and oppression
work through mechanisms like the Cycle of Socialization, vertical, horizontal, and internalized
oppression, fear and egoistic components of humanity, etc. These mechanisms have an
interesting interaction with human beings in that we are story tellers. We tell ourselves stories,
each other stories, and as a society we tell stories. These stories take place in our minds and
manifest in our culture through art, relationships, funding, geography, laws, economy, religion,
education system, etc. Story telling is very complex and perspective based but the impacts are
very real. The stories also change contextually based on where we are, who we are with, how our
day is going, what messages we have received, and so on.
Experiences
During class I have continued to learn about the experiences of others and where they
come from, how society has treated them, and learned from their narratives. It is important to me
to continuously learn from others so as to be an informed professional and to always practice
listening and understanding difference. As a professional, every student I work with has a
different story and comes with different powers, privileges, and experiences of oppression.
Working in Student Affairs, practicing this listening and understanding has helped me better
understand where are coming from and what kind of support they need. Learning about peoples
stories and the systems that they engage with and how they struggle to navigate them allows me
to better support diverse students navigate the education system which has a long and deep

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history in privilege. Appreciating and engaging difference has allowed me to support students in
finding opportunity.
Understanding the mechanisms of power, privilege, and oppression have allowed me to
see oppression in my work. With the ability to perceive it, I am able to understand how it works
in specific contexts and be intentional in the ways that I work to deconstruct it. I am better able
to point out privilege and oppression to my colleagues, explain how it is working, and action
plan to reduce it. For example, pointing out how our housing payment structure is oppressive of
lower class individuals or how certain university policies around sexual assault may be perceived
as sexist. I can also point out to students why their jokes may have an unintended but real impact
based on someones identity and their experience in an oppressive society. Through
understanding of the mechanisms of power, privilege and oppression, I can recognize how they
play out within myself, others, institutions, and society.
Understanding the mechanism of the Cycle of Socialization has encouraged me in my
areas of study and work to consider how the mechanisms of psychology play into power,
privilege, and oppression. The fact that we as beings take about 25 years for our brains to fully
develop and with it, our self-concept, which goes on to change throughout our entire lives, makes
understanding, deconstructing, and redeveloping our socialization as individuals very
challenging work. Ive learned a lot from my peers about how that journey and process looks
unique to everyone. As a Student Affairs professional, part of my work is helping facilitate and
support that journey and process for students. Because of the complexity and uniqueness, the
most valuable insight Ive gained is to meet everyone where they are at and to call them in rather
than call them out.

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Growth
One of the ways this content is challenging me is by challenging me to consider the ways
that I participate in oppression. I consider myself to be social justice minded and have gone
through significant development in my awareness of privilege and oppression, so it is difficult to
see the ways that I still participate in systems of oppression.
Another area I am struggling in is accepting how deeply established higher education is
as a system of oppression. I have always seen higher education as a means to overcoming
oppression, particularly as a source of idea exploration, truth, and freedom of expression,
however, my experiences in work and through this class have shown me how oppressive and
privileged places of higher education are, particularly with how class restricts and the
intersectionality of other identities and class restricts access to higher education. Resources,
policies, and programs are not as supportive of those minorities that manage to find access as the
students need.
Questions I continue to have are surrounding how to teach multicultural perspectives and
social justice topics. What pedagogies exist for teaching this topic? How does context of the
students and instructor and their identities fit into that pedagogy? I will soon be an instructor for
college resources and study skills introductory course and will have space and time in the
curriculum to discuss these topics. I am particularly interested in discussing how these issues are
represented in media and learning about media as a mechanism for oppression and privilege.
I am affirmed in feeling more confident in my ability to articulate social justice issues and
the mechanisms at work that are creating and reinforcing systems of oppression. I feel
knowledgeable and more confident in my ability to continue learning and growing in this work
both personally and professionally.

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References

Adams, M., Blumenfeld, W.J., Castaeda, C., Hackman, H.W., Peters, M. L., & Ziga, X.
(2013). Readings for diversity and social justice (Third edition). New York: Routledge.

Maslow, A. H. (1943). A Theory of Human Motivation. Psychological Review, 50(4), 370-96.