White Teachers, Racial Privilege, and the Sociological Imagination

Crowley, Ryan M.

doi:10.1177/0042085916656901

Cited by 23 publications

(23 citation statements)

References 62 publications

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“…A second reason teachers rely on meritocracy is lack of knowledge or awareness. Some teachers are ignorant of inequalities and structural obstacles due to their own privileged positions or background (Crowley, 2016; Picower, 2009). For example, some White teachers working in communities of color remain blatantly unaware of students’ home lives, familial dynamics, and neighborhood stressors and threats that comprise daily obstacles (Emdin, 2016; Sleeter, 1992).…”

Section: Ideology Identity and Intersectionalitymentioning

confidence: 99%

Ideology and Identity Among White Male Teachers in an All-Black, All-Male High School

Rogers¹,

Brooms

2019

American Educational Research Journal

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National data trends underscore the “problem” of Black male achievement. Beneath the causes and consequences are the ideologies used to frame the problem and its solutions. The ideology of meritocracy is routinely employed to rationalize educational disparities. This article examined how White male teachers, in a charter school designed to promote academic success among Black boys, made sense of boys’ academic achievement patterns. Interview analysis revealed the persistence of meritocracy, as teachers (a) located the problem within Black boys’ identities; (b) constructed race, masculinity, and social class as barriers to students’ academic success and teachers’ effectiveness; and (c) positioned themselves relationally away from their students and the problem itself. We discuss implications for the academic development of Black boys.

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Section: Ideology Identity and Intersectionalitymentioning

confidence: 99%

Ideology and Identity Among White Male Teachers in an All-Black, All-Male High School

Rogers¹,

Brooms

2019

American Educational Research Journal

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“…An active body of White teacher identity research documents the complexities and contradictions of educators' understandings of race (Crowley, 2016;Jupp, Berry, & Lensmire, 2016). This study examined how camp staff's conversations about racism and justice on the job functioned in ways that avoided direct challenges to White supremacy.…”

Section: Introductionmentioning

confidence: 99%

Race-Evasiveness among Camp Staff

Perry

2018

JYD

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Camp staff have hope that summer camp plays a role in helping youth bridge differences. Educational research, though, raises concerns about preparing youth workers to combat racism (Jupp, Berry, & Lensmire, 2016). This study draws on prior school research and critical Whiteness studies to examine race-evasiveness among camp staff. Grounded theory analysis resulted in two major thematic categories of discursive strategies by which camp staff evaded critical engagement with antiracist discussion. First, camp staff upheld dominant racial understandings by invoking discourses of colorblindness and humanist caring. Second, they prioritized White comfort by neglecting youth of color and employing selfprotective emotional tools of Whiteness (Picower, 2009). The research suggests areas of attention for scholars and camp staff trainers with regard to White staff's race-evasiveness.

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“…As stated above, positionality, and with it, the practice of whiteness and its relation to power structures institutionally and socially (Alexander, 2004;Anthias, 2002;Chubbuck, 2004;R. Crowley, 2016;Dache-Gerbino & White, 2016;Diem, Ali, & Carpenter, 2013;Galman et al, 2010;Garner, 2006;Hunt, 2000;Kim, 2004;Lalik & Hinchman, 2001;Manglitz, 2003;Martin & Gunten, 2002;Milner, 2007;Muhammad et al, 2015;Nishi, Matias, & Montoya, 2015;Relles, 2016;Soni-Sinha, 2008;Tillery, 2009), were key in how participants navigated difficult conversations with close ties in their social networks and in their activism.…”

Section: Discussionmentioning

confidence: 97%

“…J. Powell, 2016;Rickford, 2016;Stolle-McAllister, 2007;Yanay & Lifshitz-Oron, 2008). In particular, the success of relationships between predominantly whiteidentified groups and those of POC identity depends on the willingness of whiteidentified individuals to educate themselves on the issues and concerns experienced daily by communities of color, which are vulnerable to racialized policies and practices, both interpersonal and institutional (Blaagaard, 2011;Campbell, 2016;Chizhik & Chizhik, 2005;Cross-Denny et al, 2015;R. Crowley, 2016;Dyce & Owusu-Ansah, 2016;Schmitz, 2010).…”

Section: Problem Statementmentioning

confidence: 99%

“…In the field of social and environmental justice, the ways in which white-identified individuals engage with, understand, support, and lend their voices to issues and concerns faced by vulnerable communities and communities of color vary widely. These efforts are influenced greatly by assorted socio-cultural problems that stem from the social construction of whiteness (Becker & Paul, 2015;Brady, 2014;Brown, 2004;Chizhik & Chizhik, 2005;R. Crowley, 2016;Dache-Gerbino & White, 2016;Diem, Ali, & Carpenter, 2013;Dutta et al, 2016;Galman, Pica-Smith, & Rosenberger, 2010; T. L. Green & Dantley, 2013;Gunew, 2007;Manglitz, 2003;McDonald, 2005;Mintz, 2013;North, 2006;Pennington, Brock, & Ndura, 2012;Perry & Shotwell, 2009;Pulido, 2015).…”

Section: Introductionmentioning

confidence: 99%

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The Whiteness of the Elephant in the Room

Foran¹

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Using frameworks from critical race theory, social movement theory, and community-based activism, this thesis explores the phenomena of white fragility, white guilt, and colorblind racial ideology and how they impact the ways predominantly whiteidentified social and environmental justice organizations approach, build, and maintain solidarity with communities of color in Santa Cruz County, California. A qualitative approach was employed to investigate the experiences of white-identified activists and how they attempt to engage in this constantly challenging process. Using twenty-two semi-structured interviews and eight group observations, I explored how white-identified individuals negotiate the transformation from 'moral passivity' to meaningful, personal relationships with people of color (POC). The research shows remarkable differences in responses by white-identified individuals in public space (implicit bias/overtly racialized comments) versus private space (self-reflection, drive toward self-education, willingness to forge authentic relationships with POC). The research also uncovers possible implications for how the intrapersonal dismantling of racialized thought systems on an individual basis may impact group coalition-building processes. More research is warranted, however, in the exploration of how these implications may translate to concrete strategies in the toolkits of predominantly white-identified environmental and social justice organizations. v ACKNLOWLEDGMENTS Without the help and support of the many individuals involved, this modest body of research would not have been possible. First, I would like to extend my gratitude to my life partner and spouse Gerald Francis Casel, who was, and is presently, an inspiration and a pillar of strength during a time when I thought I couldn't return to school or even think about completing a graduate program. Next, I want to express my deepest appreciation to my thesis chair, Dr. Jason Douglas, who encouraged me, through the many incarnations of thesis proposals, to take the ball on this project and run with it. The breadth and depth of his dedication to the most marginalized communities among us never cease to amaze me and keep me rooted to these ideals as my lodestar. Thanks also to Dr. Will Russell, not only for the mountainside philosophical discussions, but also for the patience and keen eye which were invaluable in the preening out of all the unnecessary material that eventually led me to this project. Thanks go as well to Dr. Natalie Boero, whose impeccable ability to ask the right questions and whose unparalleled skill in qualitative investigation dropped enough breadcrumbs my way to lead me out of the forest right into her office so I could complete my thesis committee. I am grateful and in awe of the many ways that each of you inspire your students. vi TABLE OF CONTENTS

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White Teachers, Racial Privilege, and the Sociological Imagination

Cited by 23 publications

References 62 publications

Ideology and Identity Among White Male Teachers in an All-Black, All-Male High School

Ideology and Identity Among White Male Teachers in an All-Black, All-Male High School

Race-Evasiveness among Camp Staff

The Whiteness of the Elephant in the Room

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