scholarly journals The Shaping of Postcollege Colorblind Orientation Among Whites: Residential Segregation and Campus Diversity Experiences

2015 ◽  
Vol 85 (4) ◽  
pp. 609-645 ◽  
Author(s):  
Uma M. Jayakumar
Keyword(s):  
White Students ◽  
Racial Diversity ◽  
Racial Justice ◽  
Cumulative Impact ◽  
Diversity Experiences ◽  
Campus Diversity ◽  
Racial Context ◽  
Colorblind Ideology ◽  
White Habitus ◽  
White Adults

In this article, Uma M. Jayakumar investigates the cumulative impact of experiences with segregation or racial diversity prior to and during college on colorblind ideological orientation among white adults. An analysis of longitudinal data spanning ten years reveals that, for whites from segregated and diverse childhood neighborhoods, some experiences in college may increase colorblind thinking, while others may facilitate a greater understanding of the racial context of US society. Segregated white environments, or white habitus, before, during, and after college are associated with whites' colorblind ideological orientations, with negative implications for racial justice. Campus racial diversity experiences can play a role in diminishing the influence of white habitus but are not necessarily doing so. In other words, the challenges of addressing colorblind orientation are greater for white students from segregated neighborhoods and high schools who also tend to choose segregated white campus environments and are less likely to engage across race lines while in college. This study speaks to the need for more direct interventions addressing colorblind ideology among white college students. The findings suggest that racial diversity and integration are potentially disruptive but insufficient conditions for unlearning harmful colorblind frames.

Does Diversity Matter? School Racial Composition and Academic Achievement of Students in a Diverse Sample

2020 ◽  
pp. 004208592090225 ◽  
Author(s):  
Jameela Conway-Turner ◽  
Joseph Williams ◽  
Adam Winsler
Keyword(s):  
Academic Achievement ◽  
White Students ◽  
Educational Outcomes ◽  
Multilevel Models ◽  
Racial Diversity ◽  
Ethnically Diverse ◽  
Third Graders ◽  
Racial Composition ◽  
School Diversity ◽  
Research Findings

Research findings on school diversity and its impact on children’s educational outcomes is mixed. This study examined school racial diversity and educational outcomes for ethnically diverse students. Data came from third graders, N = 33,857 (51.8% male; 57.2% Latinx), in 278 schools. Using multilevel models, we examined the association between school racial composition and academic outcomes. Results showed that increased school diversity was negatively related to academic achievement, but this association was moderated by race. For White students, more equal representation was positively related to academic achievement, but this association was negative for Black and Latinx students.

scholarly journals Teaching Race and Racial Justice: Developing Students’ Cognitive and Affective Understanding

2021 ◽  
Vol 9 (1) ◽  
pp. 117-137
Author(s):  
Joe Bandy ◽  
M. Brielle Harbin ◽  
Amie Thurber
Keyword(s):  
White Students ◽  
Students Of Color ◽  
Administrative Support ◽  
Racial Justice ◽  
Racial Reconciliation ◽  
Affective Development ◽  
Dimensions Of Learning ◽  
Holistic Teaching ◽  
Affective Dimensions

Effectively addressing both cognitive and affective dimensions of learning is one of the greatest obstacles to teaching race and racial justice in higher education. In this article, we first explore the need to integrate attention to cognitive and affective development, along with evidence-based strategies for doing so. We then provide a case study of an undergraduate sociology course on environmental justice in which the instructor intentionally adopted holistic pedagogical principles of teaching race. Analyzing student responses from a pre- and post- course survey, course assignments, and instructor observations of student participation, we find that both white students and students of color experienced significant growth in their cognitive and affective understanding of the complexities of race and work toward racial justice. However, results also show how challenging it can be to create the conditions for productive multiracial dialogues that produce extensive affective development, particularly interpersonal skills of racial reconciliation. Reflecting on the limitations of the case, we conclude that more holistic teaching approaches are necessary to develop both students’ cognitive and affective abilities to navigate race and work against racism, and we make suggestions for faculty development and administrative support.

scholarly journals Teaching Race and Racial Justice: Developing Students’ Cognitive and Affective Understanding

2021 ◽  
Vol 9 (1) ◽  
pp. 117-137
Author(s):  
Joe Bandy ◽  
M. Brielle Harbin ◽  
Amie Thurber
Keyword(s):  
White Students ◽  
Students Of Color ◽  
Administrative Support ◽  
Racial Justice ◽  
Racial Reconciliation ◽  
Affective Development ◽  
Dimensions Of Learning ◽  
Holistic Teaching ◽  
Affective Dimensions

Effectively addressing both cognitive and affective dimensions of learning is one of the greatest obstacles to teaching race and racial justice in higher education. In this article, we first explore the need to integrate attention to cognitive and affective development, along with evidence-based strategies for doing so. We then provide a case study of an undergraduate sociology course on environmental justice in which the instructor intentionally adopted holistic pedagogical principles of teaching race. Analyzing student responses from a pre- and post- course survey, course assignments, and instructor observations of student participation, we find that both white students and students of color experienced significant growth in their cognitive and affective understanding of the complexities of race and work toward racial justice. However, results also show how challenging it can be to create the conditions for productive multiracial dialogues that produce extensive affective development, particularly interpersonal skills of racial reconciliation. Reflecting on the limitations of the case, we conclude that more holistic teaching approaches are necessary to develop both students’ cognitive and affective abilities to navigate race and work against racism, and we make suggestions for faculty development and administrative support.

The Dukkha of Racism

2019 ◽  
pp. 139-175
Author(s):  
Ann Gleig
Keyword(s):  
Middle Class ◽  
Racial Diversity ◽  
The United States ◽  
Washington Dc ◽  
Racial Justice ◽  
Diversity And Inclusion ◽  
White Middle Class ◽  
The Status ◽  
Insight Meditation

This chapter examines some of the main features of diversity and inclusion work through a case study of the Insight Meditation Community of Washington (DC) (IMCW). It considers the main pragmatic and hermeneutic strategies by which diversity and inclusion initiatives are legitimated within Buddhist thought and practices at IMCW as well as the opposition such work has faced from many of its overwhelmingly white, middle-class and upper-middle-class members. Then, it considers how the work at IMCW reflects shifts around racial diversity and white privilege in the wider Insight community. The chapter concludes by exploring the significance of racial justice and diversity work in terms of the status and unfolding of Buddhist modernism in the United States.

The Fifth Frame of Colorblind Ideology: Maintaining the Comforts of Colorblindness in the Context of White Fragility

2017 ◽  
Vol 60 (5) ◽  
pp. 912-936 ◽  
Author(s):  
Uma M. Jayakumar ◽  
Annie S. Adamian
Keyword(s):  
Historically Black ◽  
White Students ◽  
Racial Inequality ◽  
White Supremacy ◽  
Black Colleges ◽  
Historically Black Colleges ◽  
Race And Racism ◽  
Four Frames ◽  
Colorblind Ideology ◽  
Black Colleges And Universities

In the context of newly emerging racial backlash with implications for colorblind ideology, the authors explore understandings of race and racism among white students at Historically Black Colleges and Universities (HBCUs). They build on Bonilla-Silva’s four frames of colorblind ideology and describe a fifth—the disconnected power-analysis frame. Interviews with 18 white students across three HBCUs revealed that this frame allows students with a limited but growing awareness of racial inequality to more strategically engage with and benefit from an environment where race is salient, while preserving white privilege in the process. The findings underscore the enduring significance of colorblind frames and the need for continued vigilance in naming covert race-coded language that perpetuates white supremacy.

Do Parents Matter? Examination of White College Students’ Intergroup Experiences and Attitudes

2017 ◽  
Vol 45 (2) ◽  
pp. 193-212 ◽  
Author(s):  
Hsin-Ya Liao ◽  
Lisa B. Spanierman ◽  
Alicia J. Harlow ◽  
Helen A. Neville
Keyword(s):  
College Students ◽  
Young Adult ◽  
First Year ◽  
Future Directions ◽  
Diversity Experiences ◽  
Campus Diversity ◽  
First Year University ◽  
Academic Year ◽  
White College ◽  
Openness To Diversity

The purpose of the study was to examine the association between parents’ attitudes towards diversity and their young adult children’s intergroup experiences and attitudes. We surveyed a sample of non-Latino White, first-year university students ( n = 154) and one of their parents ( n = 154) at the start of the academic year; a subsample of these students ( n = 87) and one of their parents ( n = 87) was also surveyed again at the end of their first year. We found that, among parents who expressed greater openness to diversity, young adult children were more likely to appreciate diversity and less likely to endorse racial colorblindness. We found similar effects regarding parents’ openness to diversity on students’ likelihood to engage in campus diversity experiences, which subsequently increased students’ diversity appreciation and decreased students’ endorsement of racial colorblindness. Implications and future directions are discussed.

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