Abstract

Abstract:

One way that institutions have responded to hostile campus environments for minoritized students is by creating bias response teams (BRTs). In this critical intrinsic case study, we examined ways 16 campus educators (i.e., student affairs professionals, faculty, and administrators) at a large predominantly White public university in the Midwest deployed and reinforced dominant conceptions of cultural and social capital when responding to incidents. Findings indicate that BRT work often stalls out at supporting victims of bias and does not often engender the larger organizational change desired by campus educators. Implications for campus educators responding to incidents of bias are discussed.

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Additional Information

ISSN
1543-3382
Print ISSN
0897-5264
Pages
pp. 681-697
Launched on MUSE
2018-12-04
Open Access
No
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