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This study is based on interviews with White students graduating from a student affairs preparation program as well as a literature review of whiteness in education. Applying critical race theory, the author examined the ways that students and institutions protected whiteness. Institutions and those within them concerned with equity must have awareness of whiteness and rework curriculum, pedagogy, polices, and practices to fracture educational hegemony of whiteness. While the demographics of the United States are changing to include more racial diversity in higher education, scholars continue to report unwelcoming and hostile climates for racially minoritized persons 1 and groups on predominantly White campuses (Gildersleeve, Croom, & 1. Use of the word minoritized brings attention to the action imposed on people. This word acknowledges the processes that cannot be attributed to being a numerical minority alone. See Dei (1999), for example.

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This study describes the role of cogenerative dialogues in a synchronous virtual classroom. Cogenerative dialogues are a way for students and instructors to reflect upon in-class events and work collaboratively during the course to optimize teaching and learning. In the present study, cogen has been found to be a tool for enhancing connections among graduate students in the class leading to a reported increase of motivation and engagement. Cogenerative dialogues were essential in shifting responsibilities so that students took a more active role in their own learning while supporting each other.