Image description for Figure 1.8: Wheel of Power and Privilege

Overview

A multicolored wheel that visualizes an individual’s or group’s relationship to power and privilege. From a center that says power, two intersecting lines with arrows at each end point outwards and are labeled marginalization. There are 16 slices or segments in the wheel. Each segment represents categories of identities or social locations. Social locations near the center of the wheel experience more power. Social locations near the edge of the wheel experience more oppression and are more marginalized. Gray words outside the circle indicate forms of oppression and discrimination directed at people with those social identities.

Please keep in mind that as we try to describe the relationships between socially constructed power and identity, the categories we use can be imprecise, overlapping, and unstable.

Category descriptions and social identities/locations

• Race/Ethnicity: Black and Indigenous People of Color are the most marginalized identities, white passing is in the middle, and white is closest to the center of power. Racism is a form of oppression marginalized people in this category experience.
• Skin color: Dark is the most marginalized identity, medium shades in the middle, and white closest to the center of power. Colorism is a form of oppression marginalized people in this category experience.
• Indigeneity: Indigenous is the most marginalized identity, and Settlers are closest to the center of power. Colonialism is a form of oppression marginalized people in this category experience.
• Citizenship: Undocumented is the most marginalized, documented non-citizen is in the middle, and citizen is closest to the center of power. Nativism is a form of oppression marginalized people in this category experience.
• Language: Non-English speaking is the most marginalized identity, English speaking is in the middle, and native English is closest to the center of power. Xenophobia is a form of oppression marginalized people in this category experience.
• Geography: Rural/inner city is the most marginalized identity, suburb is in the middle, and city is closest to the center of power. Classism is a form of oppression marginalized people in this category experience.
• Social class: Poor/working poor is the most marginalized identity, middle class is in the middle, and wealthy is closest to the center of power. Classism also affects people in this category.
• Housing status: Houseless is the most marginalized identity, sheltered/renting is in the middle, and property owner is closest to the center of power. Classism also affects people in this category.
• Education: Elementary education is the most marginalized identity, high school is in the middle, and college or university is closest to the center of power. Credentialism is a form of oppression marginalized people in this category experience.
• Neurodiversity: Significant neurodivergence is the most marginalized identity, some neurodivergence is in the middle, and neurotypical is closest to the center of power. Ableism is a form of oppression marginalized people in this category experience.
• Physical and mental health: Vulnerable is the most marginalized identity, mostly stable is in the middle, and robust is closest to the center of power. Ableism also affects people in this category.
• Ability: Severe disability is the most marginalized identity, mild disability is in the middle, and able-bodied is closest to the center of power. Ableism also affects people in this category.
• Body size: Overweight or obese is the most marginalized identity, average is in the middle, and slim is closest to the center of power. Sizeism is a form of oppression marginalized people in this category experience.
• Gender identity: Trans/intersex/nonbinary is the most marginalized, cisgender women are in the middle, and cisgender men are closest to the center of power. Sexism and cisgenderism are forms of oppression marginalized people in this category experience.
• Sexual orientation: Lesbian, bi, pan/asexual are the most marginalized identities, gay men are in the middle, and straight is closest to the center of power. Heterosexism is a form of oppression marginalized people in this category experience.
• Marital Status: Single/nonmonogamous are the most marginalized identities, engaged/partnered are in the middle, and married is closest to the center of power. Heterosexism is a form of oppression marginalized people in this category experience.

Attributions and license

Based on the work of Patricia Hill Collins, Kimberlé Crenshaw and Allan Johnson, and the visual images of Sylvia Duckworth and the Canadian Institutes of Health Research. This version designed by Kimberly Puttman, Michaela Willi Hooper, and Lauren Antrosiglio, Open Oregon Educational Resources, CC BY 4.0.

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Image description for Figure 1.17

A colorful inverted triangle shows Society at the top, then Culture, then Social Institutions (including Economics, Politics, Education, Family, and Work), then Social Inequality (including Race, Gender, and Class), then Groups, then Roles, then Socialization, then Interaction, and at the very bottom, Self. Text and highlighting on the side of the pyramid indicates that Society, Culture, Social Institutions, and some aspects of Social Inequality are studied at the macro level of analysis. Self, Interaction, Socialization, Roles, Groups, and some aspects of Social Inequality are studied at the micro level of analysis.

Description for “Levels of Analysis: The Micro-Macro Continuum” by Jennifer Puentes and Michaela Willi Hooper, Open Oregon Educational Resources, is licensed under CC BY 4.0.

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Image description for Figure 3.2

“The Scientific Process”

A circle of arrows around the words Scientific Process. The top arrow says Identify a Social Issue or Find a Research Topic and Ask a Question. This points to the next arrow, which says review existing literature and sources. Build a broad understanding of work previously conducted, identify gaps in understanding of the topic, and position your own research to build on prior knowledge. The next arrow says Formulate a Hypothesis: What are the general causes of the phenomenon you’re wondering about? The next arrow says Select a Research Method and Design a Study: Select a research method appropriate to answer your question. Typically, your research question influences the method you will use. The next arrow says Collect data: Collect information on the topic using the research design. The next arrow says Analyze data: Organize and analyze the data after it is collected. If the analysis does or does not support the hypothesis, discuss implications for theory or policy. From here there is an arrow that goes back to Select a Research Method that says Based on findings, what new questions do you have? How can these new questions help develop future projects? Another arrow from Analyze Data continues the circle and says Report Findings: Share results at conferences and in academic journals. Before the conclusions of a study are widely accepted, the studies are often repeated. New research questions may emerge to inspire more research projects. This arrow points back to the top arrow where we started. There is also an attribution statement saying this image is CC BY 4.0 and created by Jennifer Puentes and Michaela Willi Hooper.

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Image description for Figure 3.11

A diagram shows three people. Two are seated in the same room at desks with devices that have buttons. One is labeled as the experimenter, who is writing on a piece of paper. This person convinces a participant, called a teacher, to administer what they think are shocks to someone in the room next door, called a learner. A wire runs from the teacher’s desk to the learner’s desk in the next room. The teacher believes they are giving painful shocks to the learner, but the learners are actors who only pretend to be in pain.

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Image description for Figure 7.12

Four images of prison spaces are presented side-by-side. The first is a bedroom with natural light from a large window, a wall painted green, a single bed with a wood headboard, digital control panels on the wall. The second is a cell, that, while smaller than the first, contains 4 bunks, a toilet, a small desk, and a couple of stools. It is painted cinderblock with overhead lighting. The third picture is a commons area with large windows, white walls, and circular tables with four chairs. The fourth picture is an outdoor area with people talking and exercising amongst grass and tables.

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Image description for Figure 9.19: Median Annual Earnings of Black, Hispanic, and White, Non-Hispanic Women and Men, 1967-2021

Line chart shows earnings of Black, Hispanic, and White, Non-Hispanic women and men from 1967 – 2021. Data about all demographic groups were not collected for all years.

Data table

Notes

Earnings are based on median annual earnings of full-time, year-round workers.

Data source

U.S. Census Bureau, Current Population Survey, Annual Social and Economic Supplements, 1960-2022; U.S. Department of Labor, Women’s Bureau. Interactive version at https://www.dol.gov/agencies/wb/data/earnings/median-annual-sex-race-hispanic-ethnicity

Licensing information

This version designed by Jennifer Puentes and Michaela Willi Hooper,

Open Oregon Educational Resources, 2023.

Licensed under CC BY 4.0

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Image description for Figure 9.20

Columns are shown for the years 1982, 1992, 2002, 2012, and 2022. Each column shows the number of men versus women in Congress. In 1982, there were 23 women and 512 men in Congress. In 1992, there were 32 women and 503 men. In 2002, there were 72 women and 463 men. In 2012, there were 90 women and 445 men. In 2022, there were 147 women and 388 men.

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Image description for Figure 9.21

The categories are no restrictions, partial restrictions, and full bans. Alaska, Colorado, New Mexico, Oregon, New Jersey, and Vermont have no restrictions. Idaho, South Dakota, Oklahoma, Texas, Missouri, Arkansas, Louisiana, Kentucky, West Virginia, Tennessee, and Alabama have full bans. The other states have partial restrictions, including after 6, 15, 18, 20, 22, or 24 weeks; after viability, or after the 3rd trimester. Data sources are the Guttmacher Institute and US News and World Reports. The image is licensed CC BY 4.0 and created by Michaela Willi Hooper and Jennifer Puentes for Open Oregon Educational Resources.

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Image description for Figure 10.8

Graph demonstrating respondents reports of their own organism frequency. Heterosexual men report organisms at a significantly higher rate compared to heterosexual women. Bisexual men and women report similar experiences with orgasm experiences. Lesbian women and gay men report similar experiences with orgasm frequency.

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Image description for Figure 10.17

Map shows the 50 states and the percent in support of same-sex marriage by the following ranges:

80-85% in support

• Connecticut
• Maine
• Massachusetts
• New Hampshire
• Rhode Island
• Washington

70-79% in support

• Alaska
• Arizona
• Colorado
• Illinois
• Iowa
• Maryland
• Minnesota
• Montana
• Nevada
• New Jersey
• New Mexico
• New York
• Ohio
• Oregon
• Vermont
• Virginia
• Wisconsin

60-69% in support

• Delaware
• Florida
• Georgia
• Hawaii
• Idaho
• Indiana
• Kansas
• Louisiana
• Michigan
• Missouri
• Nebraska
• North Carolina
• North Dakota
• Pennsylvania
• South Dakota
• Texas
• Utah
• Wyoming

50-59% in support

• Alabama
• Arkansas
• Kentucky
• Oklahoma
• South Carolina
• Tennessee

49% in support

• Mississippi

Data: PPRI American Values Survey

Design by Michaela Willi Hooper and Jennifer Puentes, CC BY 4.0.

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Image description for Figure 10.19

Image shows bar chart of how people responded to the question “Should sex education in middle and high school include the following topics?” for both Middle and High School

Should sex education in middle and high school include the following topics?” Percent in support:

Note: Percentages based on representative sample of U.S. population.

Data source: 2018 survey by Gfk for Planned Parenthood as reported by SIECUS in “Survey says (again): People overwhelmingly support sex ed” (https://siecus.org/survey-says-people-support-sex-ed/)

Design by Jennifer Puentes and Michaela Willi Hooper,

Open Oregon Educational Resources, CC BY 4.0.

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