An Exploration of the Perpetuation and Dismantling of White Supremacy Culture in Biology Courses

• In Event: Dismantling White Supremacy in the Curriculum

Abstract

As colleges continue to focus on eliminating long standing racial equity gaps in retention and graduation rates, critically examining white supremacy culture in courses taught by white faculty to primarily Students of Color is critical to (re)creating equitable educational environments. This paper focuses on a Case Study (Yin, 2018) of the experiences of 3 white biology faculty members at one West Coast, public university as they individually and collaboratively interrogate how their behaviors and practices perpetuate white supremacy culture in their courses. The researcher engaged critical whiteness studies (Applebaum, 2016; Gillborn, 2006; Jupp & Lensmire, 2016; Leonardo, 2013; Lipsitz, 2006) in order to critically analyze the power and dominance of white culture that manifested in faculty practices and behaviors.

Author

• Kristina Barger, California State University