Applying Critical Whiteness Studies in College Student Development Theory and Research

Foste, Zak; Irwin, Lauren N.

doi:10.1353/csd.2020.0050

Cited by 23 publications

(20 citation statements)

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“…Instead, psychology has relied on frameworks and theories that center on how individual white people develop or maintain a (un)awareness of whiteness, race, and racism, often through the lens of white identity development (e.g., Helms, 1990Helms, , 1995. Such analyses are critical for contextualizing how whiteness is lived and experienced on the microlevel, but often these analyses do not consider how identity maintains or disrupts systems of power (Applebaum, 2010;Foste & Irwin, 2020;Rogers, 2018). In other words, the individual is often the sole unit of analysis with a parochial focus on how a white person develops more critical, antiracist attitudes and actions (Hardiman & Keehn, 2012;Helms, 1995;S.…”

Section: A Critical Perspective On Whiteness and White Racial Identitymentioning

confidence: 99%

"I don't think there is much racism left": A critical analysis of White adolescents' (un)awareness of white privilege.

Dull,

Rogers,

Charlson

2024

Qualitative Psychology

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The current article uses theories and perspectives from critical whiteness studies to investigate how white adolescents' (N = 69, M age = 15.91 years) narratives of white privilege are implicated in the maintenance (and disruption) of white supremacy. Contrary to scientific and public narratives that position white youth as "unaware," we find that 90% of participants (n = 62/69) in the present study were aware of and named white privilege. However, qualitative analysis revealed the ways in which white youth's awareness of white privilege was disconnected from a critical examination of systems of power or their own racial identities. Disconnected awareness of white privilege reinforced white supremacy via three manifestations; white adolescents were aware but (a) untroubled by privilege, (b) forgetful of privilege, and (c) avoidant of responsibility to address privilege inequities. Our findings emphasize that awareness of white privilege alone does not just pull white adolescents in the direction of antiracism or toward an antiracist white identity. Using critical whiteness studies, we discuss the implications of our findings for burgeoning developmental theories, models, and research on white identity and antiracism, and the need to advance a critical study of whiteness in developmental psychology.

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Section: A Critical Perspective On Whiteness and White Racial Identitymentioning

confidence: 99%

"I don't think there is much racism left": A critical analysis of White adolescents' (un)awareness of white privilege.

Dull,

Rogers,

Charlson

2024

Qualitative Psychology

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“…Although we contend that the normality of whiteness frequently serves to render the processes sustaining it imperceptible to those in power, framing whiteness as only invisible is fraught with problems. In critiquing this construction of whiteness as "invisible," Foste and Irwin (2020) [14] warned such framing-when applied uncritically-"ignores the lived experiences of People of Color with whiteness" (p. 448) for whom it is not always invisible. Identifying the normativity of whiteness (i.e., making the invisible, visible) was a central component of the higher education scholarship of the previous decade.…”

Section: Whiteness As 'Invisible'mentioning

confidence: 99%

“…We do this as a loving critique of the current body of knowledge to which each of us has contributed. Most commonly, critical whiteness research in higher education engages whiteness as a normative and invisible backdrop (Cabrera, 2019;Foste & Irwin, 2020, Foste & Jones, 2020 [12][13][14][15]. Further, this body of literature largely does not take up the consequences of whiteness for People of Color.…”

Section: Introductionmentioning

confidence: 99%

Disrupting the Big Lie: Higher Education and Whitelash in a Post/Colorblind Era

et al. 2021

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James Baldwin (1998) described whiteness as “the big lie” of American society where the belief in the inherent superiority of white people allowed for, emboldened, and facilitated violence against People of Color. In the post-Civil Rights era, scholars reframed whiteness as an invisible, hegemonic social norm, and a great deal of education scholarship continues to be rooted in this metaphor of invisibility. However, Leonardo (2020) theorized that in a post-45 era of “whitelash” (Embrick et al., 2020), “post-colorblindness” is more accurate to describe contemporary racial stratification whereby whiteness is both (a) more visible and (b) increasingly appealing to perceived injuries of “reverse racism.” From this perspective, we offer three theoretical concepts to guide the future of whiteness in education scholarship. Specifically, we argue that scholars critically studying whiteness in education must explicitly: (1) address the historicity of whiteness, (2) analyze the public embrace of whiteness, and (3) emphasize the material consequences of whiteness on the lives of People of Color. By doing this, we argue that critical scholars of race in higher education will more clearly understand the changing nature of whiteness while avoiding the analytical trap of invisibility that is decreasingly relevant.

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“…In this vein, Critical Race Theory (CRT) engages directly with power at all stages of the research process, through participatory and emancipatory methods of knowledge production (Bhopal 2000), through to the presentation and dissemination of data. Critical Race Methodology (CRM) therefore emphasises the moral obligation upon ethically aware researchers to be self-reflexive and 'power-conscious' in their analyses and re-presentations of social relationships and the human condition (Foste and Irwin 2020). A CRT approach is 'critical' in the sense that its corresponding methodologies interrogate the intersections of race, class, gender (and other majority/minority categories of social ordering)-rather than merely placing race at the top of a 'hierarchy of oppression', concealing commonality of subjugated experience (Briskin 1990).…”

Section: Introductionmentioning

confidence: 99%

Providing an Authentic Voice? Understanding Migrant Homelessness through Critical Poetic Inquiry

Serpa

2021

Social Sciences

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Ethical considerations in social research tend to focus on data collection rather than data interpretation and representation. The tendency of qualitative research to limit ethical concern to confidentiality and anonymity in the representation of data, combined with the academic convention of maintaining an objective distance from the object of study, creates tensions for the reflexive researcher. On the one hand, they must meet academic expectations to communicate findings with demonstrable reliability and validity. At the same time, there are deontological obligations—to protect study participants (and groups they represent) from harm, to honour their contributions accurately and to report with integrity. This article argues for the use of poetic ‘re-presentation’, both as a form of inquiry and unique mode of data representation and as a means of obtaining a deeper understanding of the experience of migration and homelessness. By integrating insights from Critical Race Methodology, the article deploys the concept of ‘counter-storytelling’ through poetic inquiry. The article concludes that this approach enables a nuanced, insightful approach, allowing the authentic voice of migrant groups negotiating the complexities of homelessness to be clearly articulated and heard.

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Applying Critical Whiteness Studies in College Student Development Theory and Research

Cited by 23 publications

References 0 publications

"I don't think there is much racism left": A critical analysis of White adolescents' (un)awareness of white privilege.

"I don't think there is much racism left": A critical analysis of White adolescents' (un)awareness of white privilege.

Disrupting the Big Lie: Higher Education and Whitelash in a Post/Colorblind Era

Providing an Authentic Voice? Understanding Migrant Homelessness through Critical Poetic Inquiry

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