A Critical Race Phenomenographic Study of Students' Conceptions of an Antiracist Professional Identity

Autor/in	Cowley, Matthew Paul
Titel	A Critical Race Phenomenographic Study of Students' Conceptions of an Antiracist Professional Identity
Quelle	(2023), (300 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Florida
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3797-5626-0
Schlagwörter	Hochschulschrift; Dissertation; Critical Race Theory; Student Attitudes; Racism; Social Justice; Professional Identity; Undergraduate Students; Honors Curriculum; Seminars + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schülerverhalten; Rassismus; Soziale Gerechtigkeit; Seminar
Abstract	This dissertation seeks to answer the following research question: what are the qualitatively different ways that students conceive of an antiracist professional identity for themselves after taking an undergraduate honors course with racism and antiracism as its central themes? To answer this research question, I employ critical race phenomenography, a bricolage methodology that fuses phenomenography's ability to delineate the qualitatively different ways in which a group experiences a phenomenon with critical race theory's critique of systems and commitment to social justice. Critical race phenomenography aims to reveal the outcome space, an intellectual cosmos encompassing the ways in which members of a particular group experience a given phenomenon. These ways of experiencing are designated the categories of description. Distinct from traditional phenomenography, critical race phenomenography does not organize categories of description hierarchically, instead considering the social context within which the phenomenon and the participants are situated and aiming to understand how the emergent categories are distinct yet connected. The study takes place within two undergraduate-level honors seminars based on Ibram X. Kendi's How to Be an Antiracist and Isabel Wilkerson's Caste: The Origins of Our Discontents. The study included 21 participants, with 19 students consenting to be interviewed and all students agreeing for their class assignments to be used as data. Four conceptualizations of an antiracist professional identity were identified: 1) Interpersonal Antiracists, 2) Representation, Access, and Advocacy Antiracists, 3) Ancillary Antiracists, and 4) Purposeful Antiracists. The fifth chapter fully defines each of these categories, and the final chapter explores the implications of these findings for higher education faculty, staff, and administrators. Across both courses, students conceived of an industry-specific antiracist professional identity for themselves, representing an array of arenas for antiracist action within one's professional context. These findings suggest that courses across university campuses are potential catalysts for social change. Ultimately, I submit that confronting college students with the realities of racism and laying upon them the burden of working to dismantle it throughout the lifespan of their career is the work of higher education, and this dissertation examines the higher education classroom as a site where this work might begin. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01