How Does It Feel To Be The Problem?

McGUIRE Keon M.

University of Pennsylvania BERHANUJonathan

University of Wisconsin - MadisonCHANGConnie

University of California San DiegoDAVIS IIICharles H.F.

University of Pennsylvania

HOW DOES IT FEEL TO BE THE

PROBLEM White graduate students’ experiences with racial tension?A paper presentation at NASPA Annual Conference 2011 .::. Philadelphia, PA .::. March 14, 2011

citationMcGuire, K., Chang, C., Berhanu, J., & Davis III,C.H.F. (2011). How does it feel to be the problem? White students’ experiences with racial tension in higher education. In Harper, S.R. & Paton, L. (Eds.) Critical Race Theory in Education. [Forthcoming Book Chapter].

musicWest, K. (2010) Lost in the world [recorded by Kanye West] My Beautiful Dark Twisted Fantasy [CD] New York, NY: Rocafella, Def Jam. (2010) + excerpts from participant interviews

McGUIRE Keon M.





HOW DOES IT FEEL TO BE THE PROBLEM?White graduate students’ experiences with racial tension

about the authors

KeonMcGUIRE is a 2nd year Doctoral Student in Higher Education at the University of Pennsylvania

JonathanBERHANU is a 1st year Doctoral Student in Educational Leadership & Policy Analysis at the University of Wisconsin - Madison

ConnieCHANG is the Coordinator of Student Activities at the University of California San Diego, 2010 graduate M.S.Ed. Higher Education from University of Pennsylvania

CharlesHFDAVISIII is a Planner + Strategist at TribalDDB New York, 2010 graduate M.S.Ed. Education, Cultures & Society from the University of Pennsylvania

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about the presentation

I. introduction & overviewII. review of the literatureIII. our ‘research’IV. breakout sessionsV. our findingsVI. implications for practiceVII. question & answerVIII. references

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a word about words

Racial Tension: refers to White students’ participation in critical discourse on race, racism, and Whiteness (and White privilege) in which they are defined as the problem.

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From DuBois

“Between me and the other world there is ever an unasked question: unasked by some through feelings of delicacy; by others through the difficulty of rightly framing it. All, nevertheless, flutter round it. They approach me in a half-hesitant sort of way, eye me curiously or compassionately, and then, instead of saying directly, How does it feel to be a problem? [They] say, I know an excellent colored man in my town” (DuBois, 1994, p. 1)

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HELMS’ White Racial Identity Model(Helms, J.E., 1990)

7 Ego StatusesAbandonment of racism ➡ Contact➡ Disintegration➡ Reintegration statuses

Defining a non-racist White identity➡ Pseudo-independence➡ Immersion➡ Emersion➡ Autonomy

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what the literature tells us

Whites hold an unsubstantiated fear towards racial minorities and have limited substantive interracial interactions (Spanierman, Todd, & Anderson 2009)

White students may experience powerlessness/helplessness, shock, surprise, disconnection from their cultural heritage, and discrimination by association (Spanierman et. al., 2008)

Whites remain anxious about using racialized terms out of fear that they may be perceived as a racist (Pollock, 2004).

Whites may intentionally distance themselves from racial minorities in conversations or other social interactions (Goff, Steele, & Davies, 2008).

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McGUIRE Keon M.






what the literature tells us

It is possible that White students may face feelings of guilt, anger, shame, confusion and embarrassment (Arminio, 2001; Case, 2007; Iyer, Leach, & Crosby, 2003; Lawrence & Bunche, 1996; Spanierman et. al., 2008; Steele, 1990; Swim & Miller, 1999; Tatum, 1992)

Some students intentionally opt out of further learning by refusing to attend classes or disengaging from conversation (Lawrence & Bunche, 1996; Simpson, 2007).

Others may engage in blaming the victim (meaning, persons of color; Helms, 1990), minimize the relevance and pervasiveness of racism in contemporary society, claim reverse discrimination or embrace a color-bind ideology (Bonilla-Silva, 2010)

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researchquestions

1. How do White graduate students experience being problematized (e.g., labeled as [a] racist) in discourse on race, racism, and Whiteness?

2. How do White graduate students respond to being problematized during discourse on race, racism, and Whiteness?

3. In what ways do instructors induce or reduce the problematizing of White students in discourse on race, racism, and Whiteness?

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McGUIRE Keon M.






interviewquestions

1. Could you explain what it was like to read class assignments where Whites were portrayed as racist(s) (i.e. “the problem”)?

2. Could you describe your experience in discussing issues of race, racism, and Whiteness in the classroom?

3. Can you reflect on a moment that was especially uncomfortable for you when discussing race, racism, and Whiteness?

4. What advice would you give to instructors for engaging White students in discourse on race, racism, and Whiteness?

5. What advice would you give a White [graduate] student to effectively/productively engage in discourse on race, racism, and Whiteness?

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breakoutquestions

1. What challenges have you seen White (graduate) students experience when participating in discourse on race, racism and Whiteness?

2. What challenges have you experienced as an administrator (or faculty member) attempting to engage White (graduate) students around issues of race, racism and Whiteness?

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Heather colorblindness to awarenessMasters Student in Education

“I’ve seen racism (i.e. White privilege) being perpetuated at [university]. I experience these moments where I’m sitting in other classes hearing White people make problematic statements, I can’t help but feel like I’m in the middle ... I understand that I’m a member of this [White] group, but I don’t think like them, so I’m trying to figure out my place in all of this.”

“I got a look from a few people in the class who were people of color - I feel like I need that sometimes because it makes me check myself and I think this is an on going process for me, I’m still learning.”

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“There’s this feeling in my gut that says that racism is a real problem and when people make arguments saying that racism isn’t a problem that they are wrong. But often times I’m not the most, I’m not the best debater or arguer and I don’t have things figured out very well for myself. So I can’t transmit that gut feeling to someone else and if I can’t engage them in a discussion in a convincing way it doesn’t help. It also doesn’t help me convince myself that my gut is right.”

Brian reflection and examinationPhD Student in Education + Former Teacher

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“... At the end of my first marking period I was making a wall of classroom stars and 8 of the 10 were female students ... I noticed the kids that were the poorest performing were my largest and loudest Black male students.”

“To me that was absolutely not a coincidence ... I need[ed] to find a way to engage my Black male students. I actually am pretty sure I’ve internalized some really negative messages about large Black men and if I can see the evidence of this in their work, I can’t imagine how they’re feeling sitting in my classroom everyday.”

Beth race and gender intersectMid-Career Masters Student in Education + Former Teacher in Urban School District

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commonthemes

1. The import of course readings that critiqued Whiteness and racism

2. The necessity of educational safe spaces and peer support to discuss and process issues of race and racism

3. Tension around exploring one’s identity as an individual White person situated in the White(ness) collective

4. Willingness to be self-reflective and critically examine one’s own racial positionality

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implications4practice

1. Educators must develop curricula and employ pedagogical methods that facilitate White student racial identity

2. Educators should demonstrate to White students that there is a role for them within the fight for racial justice as anti-racist allies

3. Educators should critically examine their own racial biases and commit to developing anti-racist identities.

4. It is essential that educators provide safe avenues to support student exploration within classroom contexts

5. The necessity of personal reflection and critically examination as practices for managing and coping with being identified as a problem

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questionanswer

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citationMcGuire, K., Chang, C., Berhanu, J., & Davis III,C.H.F. (2011). How does it feel to be the problem? White students’ experiences with racial tension in higher education. In Harper, S.R. & Paton, L. (Eds.) Critical Race Theory in Education. [Forthcoming Book Chapter].

HOW DOES IT FEEL TO BE THE

PROBLEM White graduate students’ experiences with racial tension?

McGUIRE Keon M.






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Yosso, T. J., Smith, W. A., Ceja, M., & Solórzano, D. G (2009). Critical race theory, racial microaggressions, and campus racial climate for Latina/o undergraduates. Harvard Educational Review, 79(4), 659-690.

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thankyou

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JonathanBERHANU

ConnieCHANG

CharlesHFDAVISIII

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