Whiteness as Collective Memory in Student Publications at Midwestern Liberal Arts Colleges, 1945-1965

Autor/in	Stewart, Dafina-Lazarus
Titel	Whiteness as Collective Memory in Student Publications at Midwestern Liberal Arts Colleges, 1945-1965
Quelle	In: American Educational Research Journal, 56 (2019) 1, S.3-38 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stewart, Dafina-Lazarus)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831218788326
Schlagwörter	Student Publications; College Students; Whites; Memory; College Environment; Educational History; Colleges; Rural Schools; Yearbooks; School Newspapers; White Students; African American Students; Race; Civil Rights; Social Problems; School Desegregation; Indiana; Michigan; Ohio; Pennsylvania + Suchen Sie Ihr Suchwort? Studentenzeitung; Collegestudent; White; Weißer; Gedächtnis; Hochschulumwelt; History of education; Bildungsgeschichte; College; Hochschule; Fachhochschule; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Yearbook; Jahrbuch; Schülerzeitung; Schulzeitung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Rasse; Abstammung; Bürgerrechte; Grundrechte; Zivilrecht; Social problem; Soziales Problem; Integrative Schule
Abstract	In this study, I investigated how student publications portrayed whiteness as the dominant feature of the campus environment between 1945 and 1965 among the member institutions of a consortium of elite U.S. Midwestern liberal arts colleges located in rural and industrial towns across Indiana, Michigan, Ohio, and western Pennsylvania. These colleges' yearbooks and student newspapers informed this analysis of whiteness as property. Through these findings, I demonstrate the ways in which White student publications recorded whiteness as property, entitling White students to the use and enjoyment of their college years. The invisibility of Black students' structural exclusion rendered whiteness unmarked and offers a new model for understanding and analyzing desegregation and integration in historically White institutions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01