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Exposing Whiteness In Higher Education: White Male College Students Minimizing Racism, Claiming Victimization, And Recreating White Supremacy, Nolan L. Cabrera
Exposing Whiteness In Higher Education: White Male College Students Minimizing Racism, Claiming Victimization, And Recreating White Supremacy, Nolan L. Cabrera
Nolan L. Cabrera
This research critically examines racial views and experiences of 12 white men in a single higher education institution via semi-structured interviews. Participants tended to utilize individualized definitions of racism and experience high levels of racial segregation in both their pre-college and college environments. This corresponded to participants seeing little evidence of racism, minimizing the power of contemporary racism, and framing whites as the true victims of multiculturalism (i.e. ‘reverse racism’). This sense of racial victimization corresponded to the participants blaming racial minorities for racial antagonism (both on campus and society as a whole), which cyclically served to rationalize the persistence …
A State-Mandated Epistemology Of Ignorance: Arizona’S Hb2281 And Mexican American/Raza Studies, Nolan L. Cabrera
A State-Mandated Epistemology Of Ignorance: Arizona’S Hb2281 And Mexican American/Raza Studies, Nolan L. Cabrera
Nolan L. Cabrera
No abstract provided.
Working Through Whiteness: White Male College Students Challenging Racism, Nolan L. Cabrera
Working Through Whiteness: White Male College Students Challenging Racism, Nolan L. Cabrera
Nolan L. Cabrera
This qualitative study relies upon Freire’s conception of liberatory praxis to examine White male college students becoming aware of racism and translating this awareness into action. The participants developed racial cognizance via both cross-racial contact and course content. Key to this development was empathy derived from minority experiences that facilitated a willingness to understand racial minority experiences. The participants took actions against racism but continued to struggle with race (e.g., essentializing minority experiences). The findings demonstrate the importance of race-based education, empathy, and cross-racial contact in promoting racial identity development, while also illustrating the nonlinear trajectory of racial identity development.
Using A Sequential Exploratory Mixed-Method Design To Examine Racial Hyperprivilege In Higher Education, Nolan L. Cabrera
Using A Sequential Exploratory Mixed-Method Design To Examine Racial Hyperprivilege In Higher Education, Nolan L. Cabrera
Nolan L. Cabrera
This chapter uses a mixed-method approach to critically examine white male college students’ racial ideologies and the experiences that influence racial ideology formation. It highlights both how racial privilege is recreated in higher education and how mixedmethods and intersectionality approaches to institutional research allow more robust analytical possibilities.