Nice white men or social justice allies?: using critical race theory to examine how white male faculty and administrators engage in ally work

Patton, Lori D.; Bondi, Stephanie

doi:10.1080/13613324.2014.1000289

Cited by 111 publications

(128 citation statements)

References 31 publications

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“…We also acknowledge that Asian men have different experiences than White men, due to their intersectional race and gender identities (Ong, Wright, Espinosa, & Orfield, ) and their being stereotyped as model students naturally gifted in math and science (Sakamoto, Takei, & Woo, ; Trytten, Lowe, & Walden, ). However, being members of dominant racial and gender groups in these spaces “affords them greater latitude to negotiate and transcend” (Patton & Bondi, , p. 491) most oppression resulting from temporary or perhaps concealed identities. Thus, they may be more likely to develop social empathy and an equity ethic by vicariously experiencing others' social suffering and becoming social justice allies, members of dominant social groups who work to end the oppression that gives them greater power and privilege (Broido & Reason, ).…”

Section: Equity Ethic As a Frameworkmentioning

confidence: 99%

Investigation of an equity ethic in engineering and computing doctoral students

Naphan‐Kingery

Miles

Brockman

et al. 2019

J of Engineering Edu

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Background Research shows that engineering and computing students who are marginalized by race and/or gender and experience social suffering often wish to challenge social inequities through their vocation, an attribute we refer to as an equity ethic. This study explores how doctoral engineering and computing students develop this attribute even when they do not directly experience social suffering. Purpose/Hypothesis We explored the relationship between (a) doctoral engineering and computing students' experiences with social suffering and their development of an equity ethic and (b) their equity ethic and career interests. Design/Method We present a thematic analysis of the transcripts of in‐depth, semistructured interviews with 18 engineering and computing PhD students, coding for experiences with social suffering, degree of equity ethic, and their career interests. Results Students with an equity ethic who aspired to reduce inequities within their disciplines personally experienced or witnessed social suffering within and outside academia. Students with “high potential” for developing this attribute who aspired to help others with their disciplines acknowledged social suffering. While both those with an equity ethic and those with high potential saw inequities as socially caused, those with an equity ethic reported more impactful experiences with social suffering, resulting in greater empathy and responsibility to respond. Several students described neither altruistic nor social justice concerns (students with low potential) and did not experience social suffering directly or indirectly. Those with an equity ethic or high potential often showed interest in academia. Conclusions Most participants expressed concerns for helping others in their occupations. This result suggests a nascent equity ethic that could be cultivated through intentional programmatic efforts.

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Section: Equity Ethic As a Frameworkmentioning

confidence: 99%

Investigation of an equity ethic in engineering and computing doctoral students

Naphan‐Kingery

Miles

Brockman

et al. 2019

J of Engineering Edu

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“…Was I guilty of Christina Sharpe's criticism of those who "purport to make manifest 'humanity' that we already know to be present" (2016, p. 115), and feeling righteous for declaring the injustice of it all as if that injustice had not been documented ad infinitum since the first ship of human beings designated as things by people who call themselves white (Coates, 2015) arrived on the American shore? I was certainly not the first researcher to face this dilemma (see for example, Patton & Bondi, 2015;Pennington & Prater, 2016).…”

Section: Statistics History and The Role Of The Researchermentioning

confidence: 99%

The Demon of Hope: An Arts-based Infused Meditation on Race, Disability, and the Researcher’s Complicity with Injustice

Fellner

2019

Art/Research International

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My ethical stance demands that my research mutually benefit all research participants and that it should serve to reverse systemic policies of anti-blackness that permeate the educational system in the United States. Through publications and similar academic activities, however, my research advances my own career, but it is doubtful that it significantly advances the trajectories of the students with whom I work. Indeed, it could be argued that this imbalance in benefits advances the very system of white dominance that I claim to contest. In this arts-based, auto-ethnographic study, I document how, through the creation of pastel drawings and digital collage making, I seek to make sense of my compromised role as a white researcher in communities of color. I focus on my recent research with an 18-year-old African-American woman who was diagnosed with ADHD in the 5th grade.

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“…In my exploration of the literature on dominant group member engagement in social justice work within academia, I discovered that extant research centers on the experiences and/or perspectives of (mostly White) students (see Broido, 2000;Hong, 2000;Munin & Speight, 2010;Rice, 2009). In fact, while I found two studies which examined faculty engagement in social justice work, only one, Patton and Bondi (2015), targeted faculty who belonged to a dominant social identity group-men. The other, Messinger (2011) targeted faculty engaged in LGBTQ work irrespective of their social group identity.…”

Section: Catalyst For the Studymentioning

confidence: 99%

“…Given their objectives ADVANCE and the A & A program provide a viable context for the exploration of dominant group social justice-related activism (in this case, gender equity) among men faculty. As Patton and Bondi (2015) explain in their study of White men in academia identified by their colleagues as allies, "Focusing on white men, is relevant because they occupy significant spaces in the academy as college presidents, senior administrators, and faculty (especially full professors), hence, their ability to wield power not experienced by non-dominant populations" (p. 491). Acker (2012) echoes this sentiment, "white men are still clearly the dominant category in the top positions in almost all organizations" (p. 2014).…”

Section: Catalyst For the Studymentioning

confidence: 99%

Men Faculty Engagement in Gender Equity Work in STEM: The Radicalization of "Doing the Right Thing"

Anderson¹

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, and the quality of the pre-existing ADVANCE initiative all emerged as variables which may influence the continuous engagement of men faculty in this work. A theory of academic men's continuous engagement in gender equity work is proposed. To accomplish the goal of diversity, equity, and inclusion, academic and administrative leaders must consider a portfolio of empirically-tested social justice-oriented change strategies that promote desired outcomes and mitigate wellintended program failure. Given that a key indicator of program demise is member disengagement. The extent to which members remain continuously engaged is likely to positively impact program sustainability. In the case of ADVANCE/A & A, there appears to be a strong chance of program survival. iii ACKNOWLEDGEMENTS This is for the little girl within me who learned early on how to project strength, confidence and know-how even when she felt vulnerable, insecure, and clumsy. This is for every little girl like her who may question if they have what it takes-yes, dear ones you do! This is for my mother who could care less how old I am, or how long this journey has been. She has never put away her pompoms. Even when it looked as if I was going to lose, she was on the sidelines cheering me on, running alongside me-reminding me I'm still in the game-there is still time on the clock. This is for my three-heartbeats, my Malcolm, my Noah, my McKinley. As awesome as earning my PhD is, the three of you are my greatest accomplishments. Thank you for all the ways each of you have supported mommy on this journey. To my funders-THANK YOU! I can't express enough how grateful I am for the opportunity I was given to make this pursuit a full-time endeavor. VP Fryson and Dr. C your faith in me continues to be a sustaining force. To Erin and Melissa and Maja, thank you for the incredible sister-scholar-friends and mentors you have been to me during this journey-although uncompromising in your standards of excellence, you were always considerate and generous of spirit in your guidance and encouragement. To Nate and Scott and Sam-thank you for agreeing to serve on my dissertation committee but especially for the lessons I learned and skills I developed in your classrooms that have been instrumental in getting me to this culminating point. To my institution, my home among the hills, I am so proud to be a Mountaineer! I pray that in moving forward, I always find ways to reflect the exceptionalism that is WVU.

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Nice white men or social justice allies?: using critical race theory to examine how white male faculty and administrators engage in ally work

Cited by 111 publications

References 31 publications

Investigation of an equity ethic in engineering and computing doctoral students

Investigation of an equity ethic in engineering and computing doctoral students

The Demon of Hope: An Arts-based Infused Meditation on Race, Disability, and the Researcher’s Complicity with Injustice

Men Faculty Engagement in Gender Equity Work in STEM: The Radicalization of "Doing the Right Thing"

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