"Being White in a multicultural society": Critical whiteness pedagogy in a dialogue course

Jeffrey G. Yeung, Lisa Spanierman, Joycelyn Landrum-Brown

Research output: Contribution to journalArticle

11 Citations (Scopus)

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.

Original languageEnglish (US)
Pages (from-to)17-32
Number of pages16
JournalJournal of Diversity in Higher Education
Volume6
Issue number1
DOIs
StatePublished - Mar 2013
Externally publishedYes

Fingerprint

multicultural society
dialogue
student
self awareness
allies
privilege
racism
personnel
experience
university
interview

Keywords

  • critical Whiteness pedagogy
  • diversity education
  • higher education
  • intergroup dialogue courses
  • White racial attitudes

ASJC Scopus subject areas

  • Education

Cite this

"Being White in a multicultural society" : Critical whiteness pedagogy in a dialogue course. / Yeung, Jeffrey G.; Spanierman, Lisa; Landrum-Brown, Joycelyn.

In: Journal of Diversity in Higher Education, Vol. 6, No. 1, 03.2013, p. 17-32.

Research output: Contribution to journalArticle

@article{78ad8c9979014ecd97c103dd10969436,
title = "{"}Being White in a multicultural society{"}: Critical whiteness pedagogy in a dialogue course",
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.",
keywords = "critical Whiteness pedagogy, diversity education, higher education, intergroup dialogue courses, White racial attitudes",
author = "Yeung, {Jeffrey G.} and Lisa Spanierman and Joycelyn Landrum-Brown",
year = "2013",
month = "3",
doi = "10.1037/a0031632",
language = "English (US)",
volume = "6",
pages = "17--32",
journal = "Journal of Diversity in Higher Education",
issn = "1938-8926",
publisher = "American Psychological Association Inc.",
number = "1",

}

TY - JOUR

T1 - "Being White in a multicultural society"

T2 - Critical whiteness pedagogy in a dialogue course

AU - Yeung, Jeffrey G.

AU - Spanierman, Lisa

AU - Landrum-Brown, Joycelyn

PY - 2013/3

Y1 - 2013/3

N2 - 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.

AB - 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.

KW - critical Whiteness pedagogy

KW - diversity education

KW - higher education

KW - intergroup dialogue courses

KW - White racial attitudes

UR - http://www.scopus.com/inward/record.url?scp=84875401797&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84875401797&partnerID=8YFLogxK

U2 - 10.1037/a0031632

DO - 10.1037/a0031632

M3 - Article

AN - SCOPUS:84875401797

VL - 6

SP - 17

EP - 32

JO - Journal of Diversity in Higher Education

JF - Journal of Diversity in Higher Education

SN - 1938-8926

IS - 1

ER -