ERIC Number: EJ737109
Record Type: Journal
Publication Date: 2005
Pages: 33
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0002-8312
EISSN: N/A
Whiteness Enacted, Whiteness Disrupted: The Complexity of Personal Congruence
Chubbuck, Sharon M.
American Educational Research Journal, v41 n2 p301-333 Sum 2004
This study of the enactment and disruption of Whiteness in two White secondary literacy teachers focuses on their life histories and their practice and policy in relation to students of color. Both teachers demonstrated some disruption of Whiteness as well as some continued enactment of Whiteness, despite their stated intentions. The findings indicate that neither an abolition of Whiteness nor a rearticulation of Whiteness includes a sufficiently complex understanding of how disruption of Whiteness is influenced by the interplay of personal identity, the need to maintain personal congruence, and the cultural constraints of Whiteness. The author suggests that the inclusion of a psychological framework will be valuable in further exploration of the disruption of Whiteness. (Contains 2 tables and 1 note.)
Descriptors: Whites, Secondary School Teachers, Racial Discrimination, Academic Achievement, African American Students, Educational Policy, Teacher Attitudes, Educational Practices, Equal Education, Educational Research, Case Studies
American Educational Research Association. 1230 17th St. NW, Washington, DC 20036-3078. Tel: 202-223-9485; Fax: 202-775-1824; e-mail: subscriptions@aera.net; Web site: http://www.aera.net.
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A