White Women, Racial Identity, and Learning about Racism in Graduate Preparation Programs

Robbins, Claire K.

doi:10.1080/19496591.2016.1143834

Cited by 20 publications

(32 citation statements)

References 16 publications

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“…There was a sense of hesitation as students rectified their cultural upbringing with a newfound actualization that they needed to have conversations around race and racism in order to be fully allied with Latinx communities. In this sense, they were no longer allowed to engage in color-evasive ways, and instead, needed to recognize and name how racism played out in their communities, classrooms, and policies (Annamma, Jackson, & Morrison, 2017;Gutsche, 2012;Linder, 2015;Robbins, 2016). These hesitations might also indicate a low lack of confidence in having these discussions.…”

Section: Discussionmentioning

confidence: 99%

“…The role of emotions is evident throughout all of the literature on White allyship and particular within the literature on the role White privilege plays in dismantling systemic oppression (DiAngelo, 2018 ; Robbins, 2016 ). Within the context of Iowa, emotionality was linked to ones grappling with the concept of “Iowa Nice”.…”

Section: Discussionmentioning

confidence: 99%

“…According to Robbins’ ( 2016 ) study of ally development in White women enrolled in a HESA program, as a result of engaging with course content related to diversity and inclusion, “Eight of 11 participants used the phrase ‘opening my eyes,’ ‘eye-opener,’ or a similar phrase to describe experiences that awakened their consciousness to racism and White privilege” (p. 258). Engaging in course content that developed and shifted their understanding of racial inequity was a critical first step toward ally development in that it helped students understand their own positionality in the world.…”

Section: Ally Developmentmentioning

confidence: 99%

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Developing Racial Justice Allies in an Online Graduate Workshop Centering Latinx Students

2020

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This study presents data from an online course on Latinx Students in Higher Education taught at a Predominantly White Institution in the Midwest. This case study examines how students engage with content on Latinx issues across the P-20 educational pipeline to better understand and ultimately serve this population in their professional context using perspectives on allyship development and racial justice allyship. Students in the course demonstrated a commitment to social justice, but their journey to build allyship was not a straightforward process.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Ally Developmentmentioning

confidence: 99%

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Developing Racial Justice Allies in an Online Graduate Workshop Centering Latinx Students

2020

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“…White men are hyperprivileged in society, and Cabrero (2012) found that, even though white men in college recognized inequality, they were apathetic toward taking action to end the differential treatment of women and minorities or unconsciously reinforced the oppression that they sought to end. Similarly, Robbins (2016) found that white women taking diversity courses could identify inequality, but some continued to participate in their white privilege in a way that did not manifest in social justice action. Cross-racial experiences and multicultural education are more likely to lead to selfless action to achieve equality, but there is the risk that it can cause students to exhibit microaggressions due to racial dissonance (Cabrero, 2012; Robbins, 2016).…”

mentioning

confidence: 99%

“…Similarly, Robbins (2016) found that white women taking diversity courses could identify inequality, but some continued to participate in their white privilege in a way that did not manifest in social justice action. Cross-racial experiences and multicultural education are more likely to lead to selfless action to achieve equality, but there is the risk that it can cause students to exhibit microaggressions due to racial dissonance (Cabrero, 2012; Robbins, 2016). The literature shows that to effectively educate students about social justice and inspire meaningful action, a true understanding of the dynamics of privilege and power as it relates to gender, race, and socioeconomic status is critical (Cabrero, 2012; Robbins, 2016; York, 2011).…”

mentioning

confidence: 99%

Gender and Social Justice: An Examination of Attitudes and Behaviors Among Undergraduate Liberal Arts Students

Roberts

Turner

Howard

et al. 2019

Affilia

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This study examines university student attitudes concerning social justice and their perceptions of inequality. In this article, we explore how gender shapes students’ understanding of issues of inequality, sexism, racism, classism, and their inclinations to act against these issues. This research seeks to explore how gender shapes students’ understanding of social justice. Moreover, it seeks to answer the following questions: Are women or men more willing to engage in social justice actions? Are women or men more likely to recognize and perceive inequality? Lastly, are women or men more determined to do something to achieve social justice? Results show that women students are far more likely to identify inequality and engage in actions to achieve social justice.

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Examining awareness of privilege among midwestern college students: An analysis of race/ethnicity, gender, and religion

Todd

Blevins

et al. 2022

American J of Comm Psychol

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Dominant group members often are not aware of the privileges they benefit from due to their dominant group membership. Yet individuals are members of multiple groups and may simultaneously occupy multiple categories of dominance and marginality, raising the question of how different group memberships work in concert to facilitate or inhibit awareness of multiple forms of privilege. Examining awareness of privilege is important as awareness may be linked to action to dismantle systems of privilege that maintain oppression and inequality. Grounded in intersectional scholarship, in this study we examined how occupying intersecting categories of race/ethnicity, gender, and religion corresponded to an awareness of White, male, and Christian privilege. In a sample of 2321 Midwestern college students, we demonstrated that students from marginalized groups broadly reported greater awareness of all forms of privilege than students from dominant groups, and the difference between marginalized and dominant groups was most pronounced when the specific group category (e.g., gender) aligned with the type of privilege (e.g., male privilege). We also tested interactions among race/ethnicity, gender, and religion, only finding an interaction between race/ethnicity and religion for awareness of White and male privilege. These findings helped to clarify that multiple group memberships tended to contribute to awareness as multiple main effects rather than as multiplicative. Finally, we examined mean differences among the eight intersected groups to explore similarities and differences among groups in awareness of all types of privilege. Taken together, these findings quantitatively demonstrate the ways in which group memberships work together to contribute to awareness of multiple forms of privilege. We discuss study limitations and implications for community psychology research and practice.

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White Women, Racial Identity, and Learning about Racism in Graduate Preparation Programs

Cited by 20 publications

References 16 publications

Developing Racial Justice Allies in an Online Graduate Workshop Centering Latinx Students

Developing Racial Justice Allies in an Online Graduate Workshop Centering Latinx Students

Gender and Social Justice: An Examination of Attitudes and Behaviors Among Undergraduate Liberal Arts Students

Examining awareness of privilege among midwestern college students: An analysis of race/ethnicity, gender, and religion

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