Antiracist Praxis by White Women in Student Affairs

Autor/in	DePalma, Claire
Titel	Antiracist Praxis by White Women in Student Affairs
Quelle	(2023), (164 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Georgia
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3796-9056-4
Schlagwörter	Hochschulschrift; Dissertation; Student Personnel Workers; Females; Racism; Praxis; Knowledge Level; Social Action; Social Justice; Self Concept; Power Structure; Racial Attitudes; Responses; Educational Practices; Behavior + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Weibliches Geschlecht; Rassismus; Wissensbasis; Soziales Handeln; Soziale Gerechtigkeit; Selbstkonzept; Rassenfrage; Bildungspraxis
Abstract	The suffering racism creates is endless. For too long, the burden of speaking out and taking action against racism has fallen on Communities of Color. Higher education needs people inside the system to actively resist its racism by implementing antiracist policies and practices. White people, and white women in particular, comprise a majority of student affairs professionals, and our investment and engagement in social justice has the capacity to make meaningful change. The purpose of this study was to explore how white women in student affairs, who engage in antiracist praxis in their work, understand and enact antiracist praxis. I used Linder's (2018) power-conscious framework to investigate identity, power, and antiracist praxis in the context of a participatory action research (PAR) design. The use of PAR in this study positioned the researcher alongside the research team to work together to explore our identities and our engagement in antiracism work. One goal of this study as part of PAR's action orientation was to develop a plan of action to broaden or deepen antiracist praxis. Data collected included one-on-one screening interview transcripts, research group meeting transcripts, narrative responses to reflection prompts, one-on-one closing interview transcripts, virtual whiteboard notes, team meeting agendas, researcher field notes, and researcher journal entries. Data analysis began with familiarization of the data as I transcribed data artifacts. I subsequently coded all data using process coding (Saldana, 2021), identified categories of codes, and then generated themes. I created an additional theme as I prepared to meet with critical scholars and perform member checks with the research team. The findings in this study reflect a white person's response to a racialized stimulus: responses are motivated by defense, persistence, or growth and are mediated by vigilance and shame. A visualization of the data, recommendations for practice, and suggestions for future research are provided. [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