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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.

This chapter examines the importance of social justice courses from a majority student's perspective and outlines some of the difficulties in offering these courses. It discusses the benefits of social justice courses for both minority and majority students and focuses on the challenges of understanding and acknowledging the impact of the types of privilege and power that majority individuals experience. The concept of intersectionality, the compounding of injustice for individuals who have multiple minority identities, is explored. Finally, a four-phase model is proposed that can be used to describe the journey that majority students experience as they begin to understand the impact of privilege both on a personal and societal level.

This chapter introduces the construct of “white pricks” defined as vaccines of moral awakenings to inoculate against racialized trauma in a white-centered majority in library and information science (LIS) education and challenge its hegemonic power, privilege, and oppressions. In keeping with the theme of the book, one male “voice” of color from the margins of a predominantly white-female majority provides a strategic approach to operationalize social justice toward antiracist praxis and decenter white privilege in a professional association’s leadership networks of LIS educators. The narrative also highlights ways to integrate the American Library Association’s ninth principle recently included in its Code of Ethics beyond “lip-service” via social justice actions to change imbalanced power dynamics and discard systemic enactment of dysfunctional behaviors, practices, and policies.

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.

The purpose of this paper is to focus on the work of those with societal privilege in the practice of inclusion. It outlines the experience of privilege, obstacles raised by the study of women in cross-race relationships, and offers guidance for those with privilege in how to use it in relationships and organizational inclusion efforts.

The paper takes lessons from varied literatures about privilege, social justice, and organizational inclusion/diversity and applies them to the work of inclusion for those privileged by race in the USA.

The paper offers guidance to those with race privilege in the USA. It suggests ways to problematize privilege, how to become a social justice ally, reframe what white means, develop awareness about race dynamics, use empathy cautiously, create a “third culture,” balance multiple identities, and acknowledge numerous power differentials.

Given the specific contexts and social identities chosen here, the conclusions may not generalize. Therefore, researchers are encouraged to extend the experience, obstacles and guidance for those with other kinds of privilege in other contexts.

Because of global demographics, organizations have incorporated a wide range of workforce diversity and now need to maximize practices of inclusion so talent can be fully utilized. This paper provides specific practices that can cause those with privilege to create a truly inclusive environment.

There is very little exploration about the role of those with societal privilege in the definitions and practices of inclusion. This paper's contribution is to outline the work to be done by those privileged.

Rights and duties are involved in every area of business and markets, and society and governments. Most often, rights and duties involve serious ethical and moral issues of conflict. A good theory of the ethics of rights and duties, obligations, and responsibilities will empower us to understand the impact of our actions on various stakeholders. Additionally, a deep understanding of rights and duties could help us to analyze better the impact of our executive actions on various stakeholders and, in particular, to fathom the damaging effects of rights and duties violated by the man-made current financial crisis when seen from an ethical and moral point of view. Our coverage on the ethics of corporate rights and duties will comprise of two parts: Part 1: The Nature of Corporate Business Rights and Duties, and Part 2: Respecting Corporate Rights and Duties. The chapter will feature Newcomb Wellesley Hohfeld’s framework of legal interests such as claims, privileges, power, and immunity and its various applications to contemporary market and corporate executive situations. We illustrate the theory of rights and duties using several cases from the current turbulent markets.

Big 4 professional services firms increasingly lay claim to recruiting and including staff of diverse genders, cultures, ages and sexualities. Drawing on Foucauldian insights, this study explores how LGBTIQ+ staff navigated shifting technologies of client power, at the time marriage equality was legislated in Australia.

This article explores changing experiences of LGBTIQ+ staff and allies, through 56 semi-structured interviews undertaken through 2018–2019.

Technologies of client power were central to shaping workplace experiences for LGBTIQ+ staff. However, each firm was also keen to carve unique and bold responses to changing societal attitudes regarding sexuality and gender. These progressive moves did not sit comfortably with all clients, and so this article provides insight into the limitations of client privilege within professional services firms. For staff, this increasing complexity of sometimes opaque, contradictory and shifting technologies of client and firm power, enabled agency to explore a sense of self for some, but continued to exclude others.

Little attention has been directed to exploring challenges for staff of sexual and gendered diversity within professional services firms, or to exploring how staff navigate changing perceptions of client power.

There is a growing body of literature signaling the relevance of race in leadership development, but many conventional models do not prompt exploration of this social identity. The omission of race in leadership curriculum is disadvantageous for all college students, but among White student leaders, it may be a continuance of White privilege. The purpose of this constructivist study was to explore how White student leaders make meaning of their racial identity, and corresponding privilege, through a relevant leadership framework. Racial caucusing was employed as a method to prompt discussion and gather narratives from four White student leaders. Findings from this narrative inquiry study indicate how the confluences of race and leadership can advance self-awareness among White student leaders.

The purpose of this paper is to trace the genealogy of ethnic (white) privilege in US organizations and its continuing significance in organizations today.

The paper relies upon the historical literature on work, culture, and society found primarily in the fields of labor history and sociology. It also references contemporary organization studies and sociological literature to illustrate the continuing significance of ethnic (white) privilege in the workplace.

There is an inexorable link between European global expansion and colonization, industrialization, and the racialization/ethnicization of nineteenth and twentieth century US organizations. Furthermore, the particular manifestations of ethnic (white) privilege today must be understood within its historical development and the new meanings whiteness has acquired within the workplace if scholars and practitioners are to be successful in creating inclusive workplaces.

The focus in this paper is on the USA and ethnic (white) privilege to the exclusion of other forms of difference and contexts. Suggestions for future research are provided along with managerial implications.

This paper provides historical insight into the formation of white privilege in organizations and constitutes a prelude to fully understanding its contemporary manifestations in the workplace. These insights suggest ways to disrupt inequality and create inclusive organizations that do not privilege one ethnic or racial group over another.

Cultural competence (CC) education has become mandatory in the training and licensure of many fields today. Meeting this demand presents quite a challenge as teaching CC is not the same every time, everywhere, every place. With diverse dynamics across higher education settings, the educator is tasked with being able to discern the needs of the classroom, ascertain which best practice is most applicable in any given moment and to decide how best to tailor classroom discussions based on the current socio-political climate, and the various social identities and personally held values and beliefs present.

In this chapter, using a social justice framework, the author will share lessons learned in teaching CC in various subjects, to diverse classes (i.e., different racial/ethnic compositions, a range of socioeconomic status, sexual orientations, gender identities, political leanings, etc.) with a focus on how these dynamics can be leveraged to positively influence the delivery of material. Lessons learned, challenges faced along the way and answers to questions such as, “What do you do when men want to dominate discussions on gender?”; “What do you do when white students want to dominate discussions of race?”; “How do you allow marginalized students space to speak freely without making them feel like they are the token spokesperson for their social group?”; and “How do you attend to the feelings of members of majority groups who feel silenced during discussions of diversity?” will be reviewed.