scholarly journals White Racial Identity Models

1994 ◽  
Vol 22 (1) ◽  
pp. 129-146 ◽  
Author(s):  
Wayne Rowe ◽  
Sandra K. Bennett ◽  
Donald R. Atkinson
Keyword(s):  
Racial Identity ◽  
Identity Development ◽  
White Identity ◽  
Racial Identity Development ◽  
Racial Consciousness ◽  
White Racial Identity ◽  
White Racial Consciousness ◽  
Adaptive Models ◽  
Identity Attitudes ◽  
Racial Ethnic

Existing models of White racial identity development (WRID) are challenged as being deficient in terms of: (a) being based on the oppression-adaptive models of minority identity development, (b) focusing primarily on attitudes toward racial/ethnic out-groups, not on White identity attitudes; and (c) depicting the process as developmental in nature. An alternative conceptualization, based on the construct of White racial consciousness, is presented as a more parsimonious explanation for the role of racially oriented attitudes. Three types of unachieved White racial consciousness (avoidant, dependent, and dissonant) are proposed along with four types of achieved White racial consciousness (dominative, conflictive, reactive, and integrative). Changes in attitudes characteristic of one type to those more representative of another are explained in terms of dissonance reduction. Information is provided regarding the availability of an assessment device designed to identify the types of White racial consciousness.

White Racial Identity Attitude Theories

1996 ◽  
Vol 24 (2) ◽  
pp. 326-334 ◽  
Author(s):  
Caryn J. Block ◽  
Robert T. Carter
Keyword(s):  
Racial Identity ◽  
Theoretical Basis ◽  
Racial Consciousness ◽  
White Racial Identity ◽  
White Racial Consciousness ◽  
Attitude Theory ◽  
Racial Identity Attitudes ◽  
Identity Attitudes ◽  
Similarities And Differences ◽  
Definition Of

The purpose of this article is to examine the White racial consciousness model (Rowe, Bennettu & Atkinson, 1994)J which has been proposed as a superior conceptualization for understanding White racial attitudes than existing frameworks, specifically Helms's (1990) theory of White racial identity attitudes. Rowe et al. (1994) have argued for the superiority of the White racial consciousness model because it can "describe the phenomena more accurately, predict relationships better, and provide a more stable base for assessment" (p. 133) than Helms's White racial identity attitude theory. This article raises questions as to the validity of these claims. The White racial consciousness model is examined in terms of its similarities and differences to Helms's White racial identity attitude theory, focusing on the two theories in relation to their definition of core constructs, theoretical basis, and the existing empirical evidence.

scholarly journals Whiteness and the Rainbow: White LGBTQ+ College Students’ Racial Identity Development

JCSCORE ◽  
2021 ◽  
Vol 7 (2) ◽  
pp. 103-135
Author(s):  
Chelsea Noble ◽  
Kristen Renn
Keyword(s):  
College Students ◽  
Racial Identity ◽  
Identity Development ◽  
Students Of Color ◽  
Racial Identity Development ◽  
White Racial Identity ◽  
College Student Success ◽  
Race And Racism ◽  
Sexual Orientations ◽  
Lgbtq Students

LGBTQ+ communities and spaces on college campuses are often known as white-centered spaces, implicitly or explicitly excluding students of color. While White LGBTQ+ students may experience marginalization and exclusion on the basis of their sexual orientations and/or gender identities, they may unwittingly perpetuate oppression on the basis of race. Utilizing Helms’ (1990) white racial identity development model, this study explored how White LGBTQ+ college students understand their racial identity and white privilege. The sample of 12 White LGBTQ+ college students was drawn from a larger four-year longitudinal qualitative study of LGBTQ+ college student success. In early interviews, students either did not discuss their white racial identity or did not view their white racial identity as a salient aspect of their identity. However, students increasingly spoke about their white identities, race, and racism in later interviews. Interpersonal experiences, academic engagement, and national events provided access points for White LGBTQ+ students to talk about race and their white identities. Implications for research and practice with White LGBTQ+ college students and in LGBTQ+ campus spaces are discussed.

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