Literaturnachweis - Detailanzeige
| Autor/inn/en | Cabrera, Nolan L.; Corces-Zimmerman, Chris |
|---|---|
| Titel | An Unexamined Life: White Male Racial Ignorance and the Agony of Education for Students of Color |
| Quelle | In: Equity & Excellence in Education, 50 (2017) 3, S.300-315 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Cabrera, Nolan L.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1066-5684 |
| DOI | 10.1080/10665684.2017.1336500 |
| Schlagwörter | Males; White Students; Undergraduate Students; Student Attitudes; Racial Bias; Social Attitudes; Epistemology; Student Experience; Racial Identification; Knowledge Level; Minority Group Students; Questionnaires; Political Affiliation; Semi Structured Interviews; Higher Education; College Environment; Arizona |
| Abstract | This article critically analyzes the narratives of 62 White male undergraduates at a single institution about their views on race and experiences with racism. It is framed by Mills' (1997) conception of Whiteness that is founded upon an inverted epistemology or an "epistemology of ignorance." Therefore, this analysis centers the ways in which White male undergraduates concurrently downplay the contemporary significance of White privilege while examining the role college experiences have at reinforcing this structured ignorance. The themes from their interviews included: (1) White ignorance and White identity as meaningless; (2) Evasive White racial ignorance; and (3) Racial arrested development and racial regression. These findings emphasize the need to creatively challenge White males to develop their racial selves, especially because their ignorance fuels the linguistic and physical violence Students of Color regularly experience. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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