This critical narrative inquiry was guided by two overarching research questions. First, this study examined how white undergraduates interpreted and gave meaning to their white racial identities. This line of inquiry sought to understand how participants made sense of their white racial selves, the self in relation to people of color, and the self in relation to systems of racism and white supremacy. Thematic analysis of participant narratives resulted in three constructions of white racial identity: Ignorant, Emergent, and Critical. Second, this study explored how white college students perpetuated racial ideologies of whiteness on campus. This line of inquiry examined how, through discourse, white undergraduates maintained the dominant/subordinate relationship between white students and students of color. In order to do so dialogic/performance analysis of narratives was utilized. Such an approach is concerned not only with the content of narratives, but the structure and telling of a given account. This analysis resulted in four distinct narratives that participants frequently employed within the context of the interview: Narratives of Campus Racial Harmony, Narratives of Imposition, Narratives of Enlightenment, and Narratives of White Racial Innocence. Each narrative represented a motivated telling with a unique plotline. Further each narrative operated to mask racial hostility, protect white innocence, and locate problems of racism elsewhere. [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.]