Working Hard for Whiteness: How White Women Make Meaning of Social Class to Avoid White Complicity

Autor/inn/en	Ozias, Moira L.; Bettencourt, Genia M.
Titel	Working Hard for Whiteness: How White Women Make Meaning of Social Class to Avoid White Complicity
Quelle	In: Journal of College Student Development, 63 (2022) 5, (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5264
Schlagwörter	Whites; Females; Social Class; Racism; Racial Identification; Data Interpretation; Power Structure; Advantaged; Social Systems; Ideology; Identification (Psychology); Bias; Undergraduate Students; Student Attitudes; Oklahoma + Suchen Sie Ihr Suchwort? White; Weißer; Weibliches Geschlecht; Social classes; Soziale Klasse; Rassismus; Data evaluation; Datenauswertung; Social system; Soziales System; Ideologie; Schülerverhalten
Abstract	College-educated white women across social classes support and uphold racism. Using narrative methods in a secondary analysis, we, as two white women, explored how white non-trans women make meaning of social class using the revised model of multiple dimensions of identity (RMMDI; Abes et al., 2007) as positioned within the context of white supremacist capitalist cisheteropatriarchy (hooks, 1994) and higher education. Findings were framed by white ignorance (Mills, 2007) and whiteness as property (Harris, 1993). We found that white women used class to distance themselves from whiteness and white supremacy in two ways. First, they projected race and class onto elite spaces that they simultaneously desired entry to and distance from. Second, they avoided critical reflection on their racial positioning and identity by constructing a pliable class identity. Both distancing strategies demonstrate "moves to innocence" (Mawhinney, 1998; Tuck & Yang, 2012) away from white complicity, a process that the institutional environment largely facilitated and supported. Such an approach advances understandings of intrapersonal student development by examining how white women use social class to avoid addressing their racial domination and maintain false innocence (Mawhinney, 1998; Tuck & Yang, 2012). We discuss research and practice implications. (As Provided).
Anmerkungen	Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: https://www.press.jhu.edu/journals/list
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01