"White-Bashing, Racist, Man-Hater" or Native/Scholar/Activist? Utilizing Intersectionality to Problematize White Privilege

• In Event: 63.074 - Hear Our Voices, Silent No Longer: Problematizing the Lived Experiences of Women of Color Entering Academia

Abstract

Introduction & Objectives:
Recently, a notable trend of increased, open, and hostile acts of violence and silencing have become more apparent in this scholar’s undergraduate Sociology classes. The author’s positionality as a Native American, bi-sexual, CRT scholar who models and problematizes her multiple identities within her classroom can be perceived as a threat. Additionally, research from the New England Journal of Medicine indicated that “people with racist sentiments have been emboldened since the 2016 election, and that anxiety and stress are on the rise” (Belluz, 2017, para. 4). Other identified ramifications suggest increased risks of disease and rising concerns over premature births/deaths. This paper problematizes critical incidents within her course, in order to highlight strategies of survival, resistance, and humanizing theory.

Framework:
Patricia Hill Collins’ (2009) concept of intersectionality is a conceptual framework that articulates and seeks to understand the human experience and makes sense of the intersections that make up an individual’s identity, essentially as a indivisible whole, made up of intersecting parts. Ultimately, intersectionality is an analytical tool that can be used to empower marginalized groups through the articulation and creation of oppositional knowledges that can act as a means of resistance (Collins, 2015; Crenshaw, et. al.,1995).

Methodology:
The author utilized autoethnography. Autoethnography is “a form of autobiographical narrative that explores the writer’s own experience” (Savin-Baden & Major, 2013, p. 201). With this method, researchers draw from their own experiences to make sense of, connect with, and understand the social context of their worlds.

Data Collection and Analysis:
Data collection while ongoing, was initiated in 2015. The researcher took field notes and completed journal entries (post significant experiences/lessons). The data was thematically coded, and analyzed via horizontalization (Merriam, 2009). This paper focuses on various particularly striking significant encounters. Vignettes are utilized with pseudonyms.

Findings:
Make Him Stop!!
Sophia glances at Megan and says, “We wanted to talk to you about Luke.” Luke is a African-American, 40-something, marine. He is also notably absent. “Ok, what’s up?” Lucero asks. Sophia sighs and says, “Well, we feel that Luke’s behavior in this class is making us feel uncomfortable and we thought we should tell you. He is too loud and outspoken. You should see him in other classes. He is never that way. He barely talks. I feel like he is taking advantage in here and takes up too much time and we should give other class members more time to share than just him.”

As indicated above, emotionality and claims of “uncomfortableness” in order to silence and force a halt to critical conversations, became more frequent after the 2016 presidential election. After analysis, these incidents indicated continued manifestations of white privilege, up to and including being called into campus director’s office, the dean’s office and threats to my teaching position (McIntosh, 2015).

Significance:
Due to positionality, this scholarship is vital for marginalized experiences to be legitimized. I seek to share my experiences with others in order to support their preparation in combating oppression, racism, and white privilege, while problematizing and offering strategies for resistance and empowerment.

Author

• Andrea Abeita, University of New Mexico