Validating Experiences in Black and White: From Gender Solidarity to Allies

• In Event: Mentoring Amid Intersectional Identities, Racialized Allies, and Gendered Accomplices

Abstract

Objective: The objective of this meta-analysis is to review the current literature on analyzing the personal and social development of white allies and accomplices for social justice. The purpose of reviewing the current literature will help the authors identify a gap in research, wherein we would like to posit the need for delineation of the expectations and actions of social justice allies and accomplices. More specifically this analysis will reveal the need to move beyond moral development to an exploration of distinguishing practices of white allies and accomplices in original research.
Perspective: This paper draws perspective from social justice theory as it applies to education. We seek to answer How can we create an equitable educational institution that will contribute to the greater equity of society at large? The most plausible answer to this question is to ask those members of society who are privileged to access and power to form alliances with those who are marginalized. A social justice ally “is a member of the agent group who rejects the dominant ideology and takes action against oppression out of a belief that eliminating oppression will benefit agents and targets” (Griffin, 1997, p. 76).

Method and Data: This meta-analysis explores the current literature on the personal and social development of white allies and accomplices. This analysis will postulate the need for explication of the distinguishing practices of white allies and accomplices. The literature shows that beyond definitions and development of ally identity, there is little research being done to delineate the specific actions of white allies and accomplices. Studies on ally identity development have affirmed the necessity for white allies to lean into the discomfort that comes with the admittance of racial oppression and privilege (Woodson, 2017). Bishop (2002) urges that one must confront their role as oppressor and find a way to identify with the plight of the oppressed. This study is important because while it does focus briefly on distinguishing practices of allies, it does not explore the intersectionality of gender and race as it applies to female allies and aspiring Black female leaders.
Results:
This meta-synthesis reveals a gap in the current research literature on White allies and accomplices. The data shows a need to further explore the specific practices of White allies and accomplices, beyond the experiences of ally identity development. What are the distinguishing practices and specific actions define ally and accomplice behavior?
In addition to exploration of distinguishing practices of White allies, there is also a need to explore the intersectionality of race and gender in relationship between White female allies and aspiring Black female leaders.
Significance: It is hoped that this analysis will lead to further research on diversifying educational leadership. We hope to fill the gap in current qualitative literature by researching distinguishing mentoring practices of allies who open access and power to aspiring Black female leaders in education. By moving beyond theories of the mind and ally identity development, research can help to put social justice mentoring theory into actionable practice.

Author

• Marilyn Keller-Nicol, Texas A&M University - Corpus Christi