Literaturnachweis - Detailanzeige
| Autor/in | Stowens, Sarah |
|---|---|
| Titel | White Women in Higher Education: Using Intersectional Social Identities to Be Multiculturally Competent Allies |
| Quelle | (2022), (115 Seiten)
PDF als Volltext Ed.D. Dissertation, Wilmington University (Delaware) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-4268-3006-6 |
| Schlagwörter | Hochschulschrift; Dissertation; Whites; Females; Higher Education; Attitudes; Diversity; Equal Education; Inclusion; Educational Change; Racial Identification; Sexual Identity; Activities; Identification (Psychology); Advocacy; Employees; Delaware |
| Abstract | This study explored the experiences of White women working in higher education and their capacity and willingness to participate in allyship behavior towards diversity, equity, and inclusion changes on campus. White women may utilize their majority social identity to become allies for and advocates of multicultural competence and understanding on college and university campuses. White women have a majority and minority voice by the virtue of their race and gender duality. They can can toggle between their social identities, meaning at any given time they can choose to be a woman or choose to be White (Accapadi, 2007; Watt; 2009). Ultimately, White women can be outspoken allies for students of color by virtue of their relative racial privilege while understanding to an extent what is means to fight for a seat at the table in the first place because of their experience as a woman (McIntosh, 2016; Nixon, 2019). An epistemological approach and the social transformational paradigm informed the theoretical framework of a quantitative survey sent to individuals at four Delaware institutions of higher education. Participants were asked a series of questions about their racial and gender identities and diversity, equity, and inclusion actions. Findings show that White women are comfortable with using their intersectional social identities and taking various passive and active diversity, equity, and inclusion activities. Recommendations for further investigation include more investigation into passive and active allyship activities, the impact of allyship on campus climate, and if other minority/majority social identities have the ability to act as allies towards changing campus climate also. [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). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
