ERIC Number: EJ1113353
Record Type: Journal
Publication Date: 2016-Sep
Abstractor: As Provided
Reference Count: 52
Negotiating Racial Dissonance: White Women's Narratives of Resistance, Engagement, and Transformative Action
Robbins, Claire K.; Jones, Susan R.
Journal of College Student Development, v57 n6 p633-651 Sep 2016
The purpose of this narrative study was to deconstruct racial identity performance among White women in higher education and student affairs (HESA) graduate preparation programs through an analysis of responses to racial dissonance. Responses included resistance (denial of White privilege), engagement (seeking more knowledge), and transformative action (activism and educating others). Participants also responded with strategies that blended resistance, engagement, and transformative action. Discussion focuses on White women's responses to racial dissonance as a collective performance of whiteness, offering implications for HESA graduate preparation programs as well as for theory and research.
Descriptors: Whites, Womens Studies, Personal Narratives, Phenomenology, Womens Education, Racial Identification, Graduate Students, Resistance (Psychology), Advantaged, Activism, Advocacy, Inquiry, Grounded Theory, Change Strategies, Student Personnel Services, Semi Structured Interviews
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A