The Journey toward Understanding Whiteness among Student Affairs Professionals: An Action Research Study in Anti-Racist Education
Open Access
- Author:
- Kirshman, Andrea Orwig
- Graduate Program:
- Adult Education
- Degree:
- Doctor of Education
- Document Type:
- Dissertation
- Date of Defense:
- October 03, 2005
- Committee Members:
- Elizabeth Jean Tisdell, Committee Chair/Co-Chair
Edward W Taylor, Committee Member
Holly L Angelique, Committee Member
Glen Alan Mazis, Committee Member - Keywords:
- anti-racist education
student affairs
whiteness - Abstract:
- The purpose of this study was to develop a program aimed at increasing an understanding of whiteness among student affairs professionals, and to examine the process of how they attempted to understand whiteness and white privilege while participating in the program and while dealing with diversity issues on campus. This was an action research study intended: to develop and implement a professional development program for student affairs professionals to understand whiteness as an important component of anti-racist education; and to examine their process of coming to understand whiteness during the program itself and their own perceptions of the process shortly after the program was over. The literature review on whiteness attempted to illuminate the historical associations of whiteness particularly its relationship to power and privilege along with a current definition that also associated the concept with privilege, power relations, and structural advantage. For these reasons, a theoretical framework that considered power relations in society and ultimately in education was necessary. Therefore, the ideas put forward with regard to critical theory, critical pedagogy, engaged pedagogy, and most directly an engaged pedagogy of whiteness were essential perspectives that were incorporated as the theoretical lens in this research. Since this study investigated the process of how student affairs professionals attempted to understand whiteness and white privilege while dealing with diversity issues on campus, it was critical action research that represented an appropriate research design for utilization. Individual semi-structured interviews and a focus group were the main data collection methods used in this study. The findings of this action research study were presented in conjunction with the four-step action research cycle (plan, act, observe, and reflect) in order to illustrate and support the action research process. The findings were discussed in the above sections in light of three themes: race and whiteness: the absent presence, learning in action, and making it personal. The discussion of these themes attempted to highlight two specific areas of this study that are worth further examination. First, a further look at how the concepts of whiteness and white privilege were included in the study as not only learning material, but also how these concepts operated as an ever-present invisible social construction. Second, the value of incorporating a critical or engaged pedagogy was considered followed by a discussion of the unexpected merits of utilizing an action research methodology. The findings of the study were further considered with regard to the implications of the study for practice. There were several implications of the findings for the practices of adult education and student affairs that can be considered in light of this study. They included: the importance of including whiteness in anti-racist education, value of professional development, need to discuss white identity, value of including participants of color, role of time, and ongoing awareness about impact of whiteness on findings. As well as future iterations of the action research cycle with the participants included in this study, future research should replicate this study to consider findings with other participants as well. It should also investigate additional program materials, additional ways to support group interactions, and different program models that have a lesser time commitment, but still value participant discussion. A critical or engaged pedagogy was considered in conjunction with action research because the aim was not only to unveil study participants’ meaning of an often unconscious and subtle issue like whiteness, but also to incorporate a process of research that would allow student affairs professionals to get directly involved in an effort that could positively influence their practice. By evidence of the examples of changes in practice presented by several participants it can be suggested that this study made a difference to some student affairs professionals at one institution of higher education. Although this study could be viewed as a small start, it could also be viewed as a positive one that illustrates the final and possibly the most important strength of this research – it mattered.