Naming Whiteness: Racial Identity in Family, School, and Peer Contexts

• In Event: AERA Roundtable Session Saturday 9:45 am
  In Roundtable Session: Families as Social Context

Abstract

This qualitative study explores how White emerging adults develop racial identity through family, school, peer relationships, and individual inquiry. Guided by Bronfenbrenner’s Ecological Systems Theory, it examines how Whiteness is rendered visible—or remains unnamed—within nested systems of development. Sixty self-identified White participants (ages 18-25) from two Christian liberal arts colleges participated in semi-structured interviews. Findings show that families and schools often perpetuate racial silence or spiritual reframing, while peer dialogue and self-driven exploration more often prompt critical reflection. Although regional differences shaped early exposure to diversity, structured engagement with Whiteness was largely absent. The study underscores the need for relationally grounded interventions, including curricular reform, educator and parent training, and peer-based strategies to support racial identity development.

Authors

• Piljoo P. Kang, Seattle Pacific University

• Mia Erickson, Seattle Pacific University