What pedagogies and inter-/intragroup dynamics facilitate increased understanding of issues of race, white racial identity development, and racism in the U.S.? Can white students effectively learn about whiteness by themselves as well as in collaboration with students of diverse racial backgrounds? This project examines white student learning in the Intergroup People of Color-White People Dialogues and Intra-Group White Racial Identity Dialogues at a small liberal arts college in the Northeast. Through content analyses of student papers, this study advances our understanding of how white students make sense of their own racial group membership and how they navigate cross-racial interactions in college; it also continues and extends national efforts to conduct and disseminate research on both the substantive nature and process of Inter-/Intra-Group Dialogues and their impact on students.
Through a qualitative analysis of twenty‐nine black college men at a large research university, this project explores how black masculinity is physically, behaviorally, and materially constructed from idealized images resulting in a contextually adaptive sense of self. The findings suggest that black masculinity, specifically the thug image, is symbolically affirmed or denied through a particular type of raced, gendered, classed, and sexualized discourse within black public social spaces. Moreover, these data show that maintaining this construction of black masculinity promotes bodily self‐doubt or insecurity and inauthentic intra‐ and interracial interactions. In contrast, black manhood is thought to involve more genuine interactions, regardless of the social location. Unlike doing masculinity, the idealized notion of being men allows young black men to project a future construction of self that seemingly resolves their feelings of inauthenticity or bodily insecurity.
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