This study examines the ally development process and behaviors of ten white student affairs educators at four-year institutions in the Bay Area region of Northern California who were identified as racial justice allies by a colleague of color. The methods of this study included a survey to understand the context of multicultural competency in California and in-depth interviews to understand the lived experiences of racial justice allies. I analyzed this data and generated a grounded theory that identified cognitive, affective, and action-oriented components of the racial justice ally development process. My analysis also found a set of behaviors, or habits of mind, heart, and action, that comprise a racial justice disposition for student affairs educators. I recommend shifts in student affairs preparation programs and ongoing professional development to foster a racial justice disposition and support white student affairs educators in the ally development process.
|Commitee:||Christopher, Susan, Cossey, Ruth, Zirkel, Sabrina|
|Department:||School of Education|
|School Location:||United States -- California|
|Source:||DAI-A 74/01(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Higher education|
|Keywords:||Ally development, Higher education, Social justice, Student affairs, White privilege, Whiteness|
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