"Being White in a Multicultural Society": Critical Whiteness Pedagogy in a Dialogue Course

Autor/inn/en	Yeung, Jeffrey G.; Spanierman, Lisa B.; Landrum-Brown, Joycelyn
Titel	"Being White in a Multicultural Society": Critical Whiteness Pedagogy in a Dialogue Course
Quelle	In: Journal of Diversity in Higher Education, 6 (2013) 1, S.17-32 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8926
DOI	10.1037/a0031632
Schlagwörter	Racial Composition; White Students; College Students; Intergroup Education; Higher Education; Student Diversity; Racial Attitudes; Ethnicity; Social Justice; Stereotypes; Intergroup Relations; United States + Suchen Sie Ihr Suchwort? Collegestudent; Multinationale Lerngruppe; Hochschulbildung; Hochschulsystem; Hochschulwesen; Rassenfrage; Ethnizität; Soziale Gerechtigkeit; Klischee; Intergruppenbeziehungen; USA
Abstract	The purpose of the present study was to investigate White students' experiences in an intergroup dialogue course that employed critical Whiteness pedagogy (Kincheloe & Steinberg, 2000) and focused on being White in a multicultural society. Using a qualitative approach, the authors investigated student participants' (n = 6) perceptions of the dialogue course and what they learned from engaging in this dialogue. Data from semistructured, individual interviews revealed several themes. With regard to students' general experiences during the course, findings suggested that they benefitted most from a balance of reading, personal reflection, and peer dialogue. Additionally, students reported mixed feelings about the racial composition of the students and cofacilitators in the course. With regard to the goals of critical Whiteness pedagogy, findings indicated that students increased their racial self-awareness, enhanced their knowledge of critical racial issues (e.g., institutional racism and White privilege), and engaged in some small behavioral steps toward becoming allies. Limitations of the study and directions for future research are discussed. Additionally, the authors provide practical implications of the findings for university personnel. (Contains 1 table.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10