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Purpose – Are members of socially dominant groups aware of the privileges they enjoy? We address this question by applying the notion of hypocognition to social privilege. Hypocognition is defined as lacking a rich cognitive or linguistic representation (i.e., a schema) of a concept in question. By social privilege, we refer to advantages that members of dominant social groups enjoy because of their group membership. We argue that such group members are hypocognitive of the privilege they enjoy. They have little cognitive representation of it. As a consequence, their social advantage is invisible to them.

Approach – We provide a narrative review of recent empirical work demonstrating and explaining this lack of expertise and knowledge in socially dominant groups (e.g., White People, men) about discrimination and disadvantage encountered by other groups (e.g., Black People, Asian Americans, women), relative what members of those other groups know.

Findings – This lack of expertise or knowledge is revealed by classic cognitive psychological measures. Relative to members of other groups, social dominant group members generate fewer examples of discrimination that other groups confront, remember fewer instances after being presented a list of them, and are slower to respond when classifying whether these examples are discriminatory.

Social Implications – These classic measures of cognitive expertise about social privilege predict social attitude differences between social groups, specifically whether people perceive the existence of social privilege as well as believe discrimination still exists in contemporary society. Hypocognition of social privilege also carries implications for informal interventions (e.g., acting “colorblind”) that are popularly discussed.

Privilege is often silent, invisible and not made explicit, and silence is a key question for theorizing on organizations. This paper examines interrelations between privilege and silence for relatively privileged professionals in high-intensity knowledge businesses (KIBs).

This paper draws on 112 interviews in two rounds of interviews using the collaborative interactive action research method. The analysis focuses on processes of recruitment, careers and negotiation of boundaries between work and nonwork in these KIBs. The authors study how relative privilege within social inequalities connects with silences in multiple ways, and how the invisibility of privilege operates at different levels: individual identities and interpersonal actions of privilege (micro), as organizational level phenomena (meso) or as societally constructed (macro).

At each level, privilege is reproduced in part through silence. The authors also examine how processes connecting silence, privilege and social inequalities operate differently in relation to both disadvantage and the disadvantaged, and privilege and the privileged.

This study is relevant for organization studies, especially in the kinds of “multi-privileged” contexts where inequalities, disadvantages and subordination may remain hidden and silenced, and, thus, are continuously reproduced.

In management studies, assumptions surround the fixed, categorical and binary nature of male, ethnic and other privileges. Compared to white, middle-class men, “others” are typically assumed not to experience privilege. The authors counter this assumption by applying intersectionality to examine privilege's juxtaposition with disadvantage. The paper offers an elaborated conceptualisation of organisational privilege and insight into the agency employed by individuals traditionally perceived as non-privileged. The paper aims to discuss these issues.

Using diaries and interviews, the paper analyses 20 micro-episodes from four senior minority ethnic women and men's accounts of intersecting ethnic, gender and senior identities. The paper identifies how privilege plays out at the juxtaposition of (male gender and hierarchical) advantage with (female gender and ethnic) disadvantage.

The fluidity of privilege is revealed through contextual, contested and conferred dimensions. Additionally, privilege is experienced in everyday micro-level encounters and the paper illustrates how “sometimes privileged” individuals manage their identities at intersections.

This in-depth analysis draws on a small sample of unique British minority ethnic individuals to illustrate dimensions of privilege.

It is often challenging to discuss privilege. However, the focus on atypical wielders of power challenges binary assumptions of privilege. This can provide a common platform for dominant and non-dominant group members to share how societal and organisational privileges differentially impact groups. This inclusive approach could reduce dominant group members’ psychological and emotional resistance to social justice.

Through bridging privilege and intersectionality perspectives, the paper offers a complex and nuanced perspective that contrasts against prevalent conceptions of privilege as invisible and uncontested.

The purpose of this paper is to contribute to a very difficult, yet all important and ongoing research question – how do we best use online collaborative learning modalities (CLM) to supplement conversations in multicultural education courses?

This qualitative study examined emergent themes in asynchronous threaded discussions created by 23 students within a Master's level multicultural education course at a large land‐grant university in the USA.

Engagement in threaded discussions fostered student understanding of a systems perspective of social realities. Power, privilege, and oppression related to race, gender, and economics in the USA were explored through student use of real world, concrete examples – something that does not always occur in face‐to‐face classroom encounters constrained by time and the pacing of curriculum.

Researchers would like to see more empirical research in using technologically mediated, CLM to foster conversations surrounding power, oppression, and privilege in efforts to advance the pedagogies of critical multicultural education.

Using threaded discussions seems to be a promising practice in teaching critical multicultural education content.

This research project provides understanding of how CLM can help establish systems perspectives – perspectives critical to multicultural education.

This paper advances the conversation related to promising practices in multicultural education. Scarce empirical research exists related to critical approaches to multicultural education online.

Recently, the public and academic discussion on elite education and the selection of top performers in Germany has led to a renewed controversy about social exclusion and inequality. Consequently, the use of terms such as ‘elite’, ‘excellence’ and ‘intellectual giftedness’ have provoked a debate about the necessity, opportunities, and rejection of educational distinctions. This chapter takes a comparative perspective to examine a private boarding school with a rich tradition, and a relatively new state-run public boarding school, examining their status as exclusive educational institutions, including their selection processes, elite aspirations and educational philosophies. The analysis focusses on how the schools construe themselves as elite and how exclusive membership is created and negotiated within the boarding school context. Using a multilevel qualitative approach and empirical data, this chapter offers findings on mechanisms of elite formation in boarding schools between two poles: the reproduction of an existing elite status and the production of elites from scratch. The analyses show the establishment of a distinct composition of students – either selected by milieu affiliation or by cognitive abilities – resulting in specific processes of coherence and distinction within the school communities. Thus, this chapter makes a contribution to a differentiated observation of new educational hierarchies in Germany.

Among the master social processes occurring in the modern world have been increased individualization, on the one hand, and the growth of largescale organizations, on the other. Unlike most scholars, who emphasize either one or the other, we focus attention upon certain strategic interrelationships between these master processes. We are thus addressing a fundamental sociological issue while at the same time taking development theorizing in a somewhat new direction.

The purpose of this article is to provide techniques for distinguishing and analyzing privileges. With privileges revealed and categorized, the article provides an analysis of the impact different kinds of privileges have on free markets, equality‐under‐the‐law, and environmental sustainability. From this analysis arise recommendations for public policy aimed at improving efficiency and equality‐of‐opportunity in markets while encouraging more environmentally sustainable corporate behavior.

The article calls upon a technique from sociology (“unpacking a knapsack”) to begin this exploration of privilege. It then uses the Harris‐Twomey typology to categorize various kinds of privilege and analyze their impact on free markets, equality‐under‐the‐law, and sustainability. The article uses examples to illustrate the importance of understanding the impact of privileges in developing effective public policy.

It is difficult to distinguish otherwise “invisible” privileges; having methods for identifying and categorizing privileges make them more visible. Second, the illustrative examples and accompanying analysis suggest that reducing the number of privileges granted by the state, especially those that are economically inefficient, will improve performance and equity across an economy. Where privileges are necessary for efficient resource use or market development, the state would improve efficiency and equality by charging fees equal to the opportunity costs borne by others or the cost imposed on others by the privilege‐holder.

Using the techniques of analysis and following guidelines for public policies consistent with the principles explored here would be likely to improve access to and efficiency of free markets (making them more “free”), create a more level playing field (greater equality under the law) and diminish the negative environmental impacts of corporate activity by changing the incentive systems that currently encourage monopolistic tendencies in markets, concentration of power, and transference of environmental costs from corporations to the public.

This paper combines analytic techniques from Sociology, Economics, and Management to gain a fresh perspective on the existence and impact of privileges on markets, society, and the environment. This fresh perspective reconciles tensions between equality and efficiency and provides guidelines for effective public policies.

The article sets out to formulate a theory of the so-called New Middle Class (Neuer Mittelstand) which is drawn from the writings of the German sociologist Emil Lederer. To this end, prior to formulating this theory, the article briefly mentions contributions by other fellow German sociologists to this field of studies. Subsequently, Lederer's theory is being set in the context provided by contemporary formulations in stratification theory, such as those by Giddens, Parkin, Murphy, Goldthorpe, and Wright. The comparison has shown the presence of continuities, but also of fundamental differences, between such theoretical formulations. Based on Lederer's related work, an alternative theory of the Neuer Mittelstand, then is being put forward. This alternative theory, which has been reformulated as a set of mutually consistent statements, should not encounter the objections that may be raised against previous formulations. It concurs with Lederer's position in stressing the New Middle Class's expectations and requests of social honor as a status group and its inner heterogeneity as a cause of its social and political weakness. It adds, however, that the absence or scarcity of property of the means of production might carry more weight than insufficient social status for those Neuer Mittelstand members who aspire to social recognition and power.

Scholars who study humility tend to think of it in highly individualized terms, such as an absence of vanity or an accurate self-assessment. Individuating definitions can lead to such jarring concepts as the “humble white supremacist” (Roberts & Wood, 2007). Qualitative sociological research in the (predominantly North American) evangelical movement to accept and affirm lesbian, gay, bisexual, trans, queer, and intersex (LGBTQI) identities, same-sex marriage, and sex/gender transition reveals that humility is not simply the awareness that “I could be wrong.” That awareness is rooted in what we have found to be humility’s defining element, concern to foster relationship. These findings prompt us to define humility as a fundamentally social disposition, as concern to protect the kinds of intimate connection with others that can transform the self. Recognizing the social nature of humility reveals why humility is incompatible with injustice.

The purpose of this paper is to examine the perspectives of academic staff on issues of diversity and social schisms: capturing their perceptions of the complex relations at an academic campus positioned in an intricate sociopolitical context. It also explored how the faculty’s construal of diversity and social divisions inform their educational practices.

The study employed a qualitative approach using grounded theory methodology. Data collection was based on semi-structured in-depth interviews with 20 diverse faculty members from different departments in a Northern Israeli college. The interviews were transcribed and processed into main themes and categories.

The findings revealed two main themes: “Diversity awareness” depicting recognition and sensitivity to the complex social context in the college, strategies of directly engaging with it, downplaying or overlooking the intricacies, and “Practices” describing the practical translations of the educational credos into teaching practice. Both themes reflected a myriad of faculty voices.

The study illuminated the challenges posed by social schisms, inequalities, and diversity for the faculty who need to grapple with the intricacies on a daily basis. More open dialogue and debates by the protagonists are needed to increase awareness of diversity and experimenting with different ways of addressing the intricacies.

Empirical evidence of the organizational actors’ predicaments, their diverse patterns of coping with intricacies, and the factors underlying their choices contribute to the body of knowledge on managing diversity in vivo by real women and men with different backgrounds and experiences.