Whiteness: A Critical Reader (intro.)

The SAGE Encyclopedia of Higher Education, 2020

The Counseling Psychologist, 2017

In a series of four articles, the authors described the experiences of White researchers, teachers, and practitioners in addressing multicultural issues, which sometimes included racism. Yet, the authors focused very little attention on the benefits of their internalized Whiteness as impediments to fulfilling their scholarly and professional goals. Moreover, the authors did not use any theoretical formulation to guide their examination of White multicultural experts who seek to intervene in contentious topic areas. In this reaction, I suggest that the authors use White racial identity theory to examine some of the racial dynamics that they encounter and to deconstruct Whiteness as it occurs in the types of situations that they described. Examples illustrate the implicitness of White identity theory in virtually all of the articles. In addition, while acknowledging that White people are the ultimate authorities on Whiteness, the author proposes some initial ideas for how White allies...

Brill, 2021

A comprehensive reference resource on topics and scholars that developed the field of Critical Whiteness Studies.

Educational Researcher, 2000

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Critical Whiteness Praxis in Higher Education : Considerations for the Pursuit of Racial Justice on Campus, 2022

Theoria, 2001

The call-in show on Wisconsin Public Radio in 1995 began with the host skilfully introducing me as an historian who tried to explain how a white identity had come to seem so important to so many working people in the United States. We talked about efforts to understand why such significant numbers of people came to see themselves not as workers, but as white workers; not as women but as white women, and so on. And then to the phones and eager callers: Why do African countries make so little progress? Aren't African Americans racist too? Isn't their "reverse racism" the biggest problem? Hasn't the welfare system enlarged a parasitic, amoral nonwhite underclass? The barrage of such questions, on public radio in a quite liberal city, took virtually the whole hour. The last caller, an African American worker at the University of Wisconsin, initially offered no question but a comment. All of the prior questions, she observed, focused on people of colour. Despite the subject of my work, she continued, and despite the moderator's unambiguous introduction, no caller had deigned to discuss whiteness at all. If I were an expert on race, the white callers had been certain that my role was to contest or to endorse accusations and generalisations concerning those who were not white. Why was it so hard to discuss whiteness? The talk show took me back to an incident which had occurred some time earlier at the University of Missouri. One day, during a break in an undergraduate seminar on slavery in the United States, I distributed a newspaper article summarising the results of a study on so-called "self-segregation" by college students of colour. The study sharply challenged the prevailing academic folklore that campuses are segregated in daily life because "they" (that is, students of colour) choose to sit by themselves in the cafeteria and otherwise to isolate themselves from the larger, largely white, student body. Instead, the researchers showed, students of colour were far more likely than white students to step across the colour line, whether in dining, studying, or dating. They, far more than white students, were experienced in intercultural exchanges. When I asked for reactions to the study, the sev

International Journal of Qualitative Studies in Education, 2022

In this essay, I reflect on and detail some of my experiences navigating the question of what it means for white scholars and white researchers to critically engage their own whiteness within the context of educational research. Considering my current academic role as a faculty member who works primarily with graduate students in educational leadership, students who include white people who are seeking to better understand racism and white supremacy, this reflective essay details my thoughts regarding white people who wish to use educational research to uncover, expose, and disrupt whiteness and white supremacy within schools and contexts that are school adjacent, such as education organizations and education non-profits. I walk the reader through various aspects of my own journey understanding my racialized self, how racism and white supremacy connect to Critical Whiteness Studies (CWS) as a field of inquiry, and ending with my considerations for white scholars.

Educational Theory, 2001

In the United States the student population grows increasingly diverse, the teaching force remains predominantly white, and achievement of minority students continues to lag significantly behind their white counterparts.' Given these con&tions, teacher educators should rethink how we prepare future teachers to teach effectively in &verse settings. And yet, many of us are not so compelled. This stems, we think, from a belief that sufficiently good intentions ensure the expansion of educational opportunities to all students. That is, if we mean well in our efforts as teachers, we will do well by our students. For example, school mission statements may read, "All children can learn," but consistently the same kids do not; university presidents may proclaim, "We are committed to diversifying our faculty," and yet the rate of minority faculty attrition remains high. The consequences of our actions and choices as white educators matter more significantly than our intentions. We have begun to think differently about the educational experiences of minority children, but we have only begun. We need to continue thinking differently, and we need to do so in cooperation with people of color.

2007

This study examines Whiteness from the perspectives of White college faculty. The participants in this study responded to a letter of invitation to volunteer for this study. A total of 12 White faculty participated in this study, including the researcher. Nine participants were female, and 2 were male; 9 participants had 15 years or more of work experience with the college, and 2 participants had less than 5 years. Data were collected through discussions with two focus groups. The data were coded first by a word analysis and followed by a text analysis to support and identify themes. The findings are presented in six themes: (a) colour prevails - right/White way; (b) privilege with a small "p"; (c) ethnicity and colour; (d) sameness - be like "us"; (e) immigrant syndrome; and (f) expectations of the education system. The focus group sessions also produced six recommendations : (1) there should be a preparation process for faculty offering diversity courses; (2) a...