Shades of Whiteness: Navigating Whiteness as a Transracial Immigrant Adoptee

• In Event: 51.050 - Shades of Whiteness: Navigating Whiteness in the Academy From a Third Space

Abstract

Objectives and Purposes:

Through narrative analysis conducted on auto-ethnographic writings the author attempts to discern the intricacies of the many shades of whiteness in the academy from the perspective of an “honorary white” (Young, 2009). These reflective writings provide snapshots chronicling the educational experience of a transracial immigrant adoptee to tease out the dangers of “colorblindness” within K-12 educational settings. Lastly, the author’s objective is to connect how colorblindness of being an honorary white acted as a hindrance on the personal development of the double consciousness necessary to understand and navigate whiteness (Jacobson, 2009) within the academy.

Theoretical Frameworks

In this study, the author utilizes three foundational theories. By employing Colorblind Racial Ideology (Neville et. Al, 2013) theory to describe in his K-12 educational experience system he connects those notions to W.E.B. DuBois concept of Double Consciousness (DuBois & Edwards, 2007). From here, he reapplies DuBois’ notion through the lens of a transracial immigrant adoptee and addresses how delayed development of double consciousness left him unprepared for shades of whiteness in the academy.


Methods and Techniques:

This study highlights narrative analysis conducted on auto-ethnographic pieces to critically examine and critique how marginalized groups navigate whiteness through their educational experiences.

Data Sources, Evidence and Materials:

This narrative study features three writings by one transracial immigrant adoptee seeking to critique traditional notions of Whiteness and explore the development of embodied double consciousness throughout educational experiences from childhood through doctoral work. Narratives functioned as raw data from which the researchers pulled words, phrases, and ideas consistent with traditional conceptions of whiteness and double consciousness to analyze. These data evolved into data tables measuring the process of development of Double Consciousness and extent of adequate preparation from honorary white to Whiteness in the academy.

Results and Conclusions:

We “unconsciously utilize race to provide us with clues about who a person is and how we should relate to them” (Omi, 1994). Growing up he thought he was white. In fact, he was, in every way except skin tone. Analyzing his experiences has taught him that these dominant traditional assumptions of Whiteness penetrate every facet of daily life. However, perhaps more noteworthy, this study has taught him the glaring differences of being white and being an honorary white. This study shows that early development of double consciousness thwarted by the seemingly friendly confines of colorblindness left this transracial immigrant adoptee unprepared for navigating the many shades of traditional and intra-group whiteness of the academy.

Scholarly Significance:

Whiteness can be most effectively portrayed through the brown and black lens of those who have experienced it. This study highlights how colorblind educational experiences in transracial immigrant adoptees in K-12 education hinders the development of double consciousness key to navigating experiences of shades of traditional and intra-group whiteness within the academy.

Author

• Andrew Garbisch