Understanding Conceptions of Whiteness With Future Student Affairs Educators

• In Event: From the Façade of Diversity to the Dream of Transformation: Critiquing and Transforming Higher Education

Abstract

While the values of diversity and inclusion are widely implemented into the curricula of student affairs graduate preparation programs (Flowers, 2003), there has been little discussion about the extent to which the racial consciousness of White master’s students may affect the graduate experience. Indeed, White students have been shown to have fewer interactions with diversity than their racially minoritized peers (Saenz, Ngai, & Hurtado, 2007). The narratives of People of Color in student affairs graduate programs indicate that racism from White students is commonplace (Kelly & Gayles, 2010; Linder et al, 2015). Theory indicates that many White students in student affairs master’s programs may become more conscious from additional opportunities focused on racial identity development prior to engaging with their Peers of Color (Broido & Reason, 2005; Watt, 2007). Thus, adding elements of Critical Whiteness Studies (CWS) into the curriculum of student affairs graduate programs may raise White students’ racial awareness and reduce harm done to Students of Color (Carter, et al., 2007; Robbins, 2016).

To avoid further burdening racially oppressed students while fostering White students’ racial identity development, student affairs graduate programs can look to Critical Whiteness Studies (CWS) (Delgado & Stephancic, 1997). CWS is an area of scholarship dedicated to examining the historic, social, and cultural realities of White supremacy (Frankenberg, 1993). CWS pedagogy provides “a framework to deconstruct how White people accumulate racial privilege” (Matias & Mackey, 2016, p. 34). Initial research indicates that incorporating pedagogical elements of CWS into the curriculum of student affairs graduate programs may foster critical consciousness among White students and reduce instances of racism experienced by their Peers of Color (Carter, et al., 2007; Robbins, 2016). In this study, I aim to explore White student affairs graduate students’ understandings of whiteness through a Critical Whiteness Studies course.

This study examines the following question: How do White student affairs graduate students understand whiteness through a Critical Whiteness Studies course? In the fall of 2016 an eight-week one-credit student affairs master’s course titled, EDL660: Exploring Whiteness in Higher Education, was co-instructed by Dr. Kathy Goodman and myself. A total of 14 White graduate students were enrolled in the course and data was collected from 42 written journal reflections. This IRB-exempt study utilizes the grounded theory research methodology rooted in a critical-constructivist paradigm (Jones, Torres, & Arminio, 2013; Lincoln & Guba, 2011). Through a constant comparative analysis of reflective journal data, I define a theory regarding White affairs graduate students’ understanding of whiteness through a CWS course. Following the theory, I conclude this study with recommendations to improve future graduate preparation and professional development for student affairs educators.

Author

• Kyle Ashlee