Date of Graduation
Master of Arts in International and Multicultural Education (IME)
School of Education
International and Multicultural Education (IME)
Students of color experience feelings of isolation, exhaustion, and tokenization in predominantly white higher education spaces (Smith, Yosso, Solorzano, 2006). Specifically, students of color feel ostracized and tokenized in the classroom. This experience contributes to an overall culture of Whiteness within higher education and leads to the lack of engagement and belonging of students of color. It also supports the systems of racism and White supremacy within the academy. This field project analyzes the experiences of students of color and provides a series of seven workshops for White faculty to begin their journey toward antiracism in the classroom. This field project was created through autoethnographic research and draws from the foundations of White identity development and Intergroup Dialogue (Helms, 1992; Tatum, 1994; Zúñiga, Nagda, Chesler, & Cytron, 2007). The workshop series serves as a preliminary space where White faculty can begin to analyze their own identity power and privilege as White people in society and how that power translates to the classroom. Analysis of their own identity will allow faculty to approach conversations about race and racism in the classroom with more ease and with a critical lens. This workshop series should be followed by intentional programming and education around implementation of antiracist praxis in the classroom.
Harthorne, Morgan, "The journey to antiracism: White identity development for White faculty members at predominantly White higher education institutions" (2020). Master's Projects and Capstones. 1080.