Abstract

Abstract:

The purpose of this narrative study was to deconstruct racial identity performance among White women in higher education and student affairs (HESA) graduate preparation programs through an analysis of responses to racial dissonance. Responses included resistance (denial of White privilege), engagement (seeking more knowledge), and transformative action (activism and educating others). Participants also responded with strategies that blended resistance, engagement, and transformative action. Discussion focuses on White women’s responses to racial dissonance as a collective performance of whiteness, offering implications for HESA graduate preparation programs as well as for theory and research.

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Additional Information

ISSN
1543-3382
Print ISSN
0897-5264
Pages
pp. 633-651
Launched on MUSE
2016-09-07
Open Access
No
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