Date of Award

8-2024

Document Type

Open Access Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education/Higher Education PhD

First Advisor

Tara L. Parker

Second Advisor

Liza A. Talusan

Third Advisor

Jenny Olin Shanahan

Abstract

Deeply embedded in U.S. higher education institutions is a culture of whiteness that benefits white students, staff, faculty, and administrators through racist policies, structures, and cultural norms designed to uphold whiteness. This culture not only minimizes the presence of racism, but also is pervasive on college campuses, where administrators often fail to recognize blatant racism and treat ongoing campus racial incidents as isolated events. Despite the frequency of racial incidents, campus responses are typically ineffective, failing to address the underlying institutional practices that reinforce white supremacy and further harm those affected. This study explored the experiences of white deans of students at predominantly white campuses, focusing on their understanding of whiteness and its influence on their responses to campus racial incidents, revealing their investment in whiteness. Utilizing a qualitative narrative research approach with 11 white deans of students, this study effectively captured and conveyed their individual stories and professional experiences, uncovering key findings. The deans often relied heavily on their professional diversity, equity, and inclusion counterparts, deferring to them in handling racial incidents. Additionally, the participants displayed reluctance in describing racial incidents, raising concerns about communication and transparency in addressing racist incidents. The results also highlighted the deans' recognition of the symbolic significance of power and decision-making spaces within higher education, typically occupied by white administrators. However, the deans overlooked deeper, systemic manifestations of racism within their institutions and viewed themselves as powerless to address the daily struggles faced by those directly experiencing racism. Fundamentally, the white deans in this study exemplified the racial challenges present in U.S. higher education. This study offers important implications for white deans of students and other senior white leaders, who play influential roles within educational institutions and possess significant power to shape policies and practices. These leaders must recognize how institutional processes, often designed to cater to the needs of white students, have contributed to creating a hostile environment for BIPOC students. The findings collectively provide a valuable understanding to guide the future efforts of white deans and senior leaders at predominantly white colleges and universities in improving racialized campus cultures.

Comments

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