Despite stated commitments to diversity, predominantly White academic institutions still have not increased racial diversity among their faculty. In this article Robin DiAngelo and Özlem Sensoy focus on one entry point for doing so—the faculty hiring process. They analyze a typical faculty hiring scenario and identify the most common practices that block the hiring of diverse faculty and protect Whiteness and offer constructive alternative practices to guide hiring committees in their work to realize the institution's commitment to diversity.
This study uses a poststructural analysis to explicate the social production of Whiteness in a college classroom. Whiteness scholars define Whiteness as reference to a set of locations that are historically, socially, politically, and culturally produced, and intrinsically linked to relations of domination. Using this framework of social production, I analyze a graduate-level college classroom for evidence of Whiteness. More than 50% of the class members were Asian international students. I suggest that Whiteness was operating on multiple levels, which I categorize as: Whiteness as Domination; Resources and the Production of the Other; and the Discourse of Cultural Preference. I argue that Whiteness not only served to deny Asian international students and other students of color an equal opportunity to learn in that classroom, but most pointedly, Whiteness also served to elevate the White students by positioning the students of color as their audience.
This article describes a project designed to change the climate of whiteness in academic nursing. Using an emancipatory, antiracist perspective from whiteness studies, we describe a project that helped faculty and staff to work together to challenge and begin to change the status quo of unnamed white privilege and racial injustice in nursing education.
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