The purpose of this study was to understand the role that White people can play in dismantling systemic racism and oppression in the supervision of people of color in student affairs. The primary goal of the study was to better understand, from the perspectives of people of color, how systemic racism and bias in the supervision of people of color could be disrupted and what role, if any, White people can play in the disruption. Using a critical race theory (CRT) framework, the study sought to outline how White people can demonstrate allyship and engage in dismantling systemic racism. This was a qualitative research study using a CRT framework. The researcher conducted 20 interviews with participants who all identified as student affairs professionals of color about their experiences with workplace racism, what inclusive workplaces would look like, and how White folks can play a role in contributing to an inclusive environment. The findings showed that workplace racism was prevalent among participants, with many outlining experiences with bias or racism in multiple roles and on different campuses. Further, all 20 participants agreed that there is a role for White folks to play in fostering inclusive environments. Based on participant descriptions and a CRT lens, a framework emerged for White people who seek to engage as allies and accomplices to racial justice in student affairs. This framework includes: learning, understanding, self-reflection, and action on the individual, group, and organizational levels.
|Commitee:||Harper, Jessie, Winkle-Wagner, Rachelle|
|School:||University of Pennsylvania|
|Department:||Higher Education Management|
|School Location:||United States -- Pennsylvania|
|Source:||DAI-A 80/01(E), Dissertation Abstracts International|
|Subjects:||Higher Education Administration, Educational leadership, Higher education, Ethnic studies, Educational sociology|
|Keywords:||Allyship, Higher education, Racism, Student affairs, Supervision, Whiteness, People of Color|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be