Communicating to Develop White Racial Identity in an Interracial Communication Class

Abstract

The study examines the dilemmas communicated by White students as they addressed issues of whiteness raised in an undergraduate interracial communication course. Data included semester-long in-class observation, three focus groups of White students from the class, and student documents. Communication patterns associated with dealing with White privilege, defining an antiracist lifestyle, and becoming comfortable with communicating about race were identified. Reasons for and response to white student silence in diversity-related courses are discussed.

Negotiations of the Complicitous Nature of US Racial/Ethnic Categorization: Exploring Rhetorical Strategies

“…People of European descent in the US have historically remained unlabeled in terms of race. In fact, White privilege can be seen in the ways most people of European descent think of themselves as simply ''American'' with no race (Miller & Harris, 2005). However, when required to label themselves with a predetermined choice of terms (Anglo, Caucasian, Euro-American, European American, WASP, White, or White American), individuals most often chose ''White,'' followed by ''Caucasian'' (Bahk & Jandt, 2004;Martin, Krizek, Nakayama, & Bradford, 1996).…”

Speaking of whiteness: compromise as a purposeful pedagogical strategy toward white students' learning about race

“…(3.6) Pedagogically, the creating of dialog in the class was purposeful and strategic. The Second Author's specific techniques for this class, all of which she hoped would build community, create a semisafe space for honest dialog, and provoke thoughtful discussion, are not new; they are, in fact, typical pedagogical styles for instructors who teach 'these kinds' of classes (Miller and Harris 2005). Because so much of what the students learn or know about white privilege hinges upon what they believe, courses that center discussions of race/ethnicity as social constructs that demand deconstruction, require a certain amount of instructor disengagement from authority and content such that students come to conclusions (or at least believe that they are doing so) collectively or individually without imposition from the instructor.…”

Communicating for Diversity: Using Teacher Discussion Groups to Transform Multicultural Education

“…. .negotiation of understanding can take place" (Miller and Harris 2005). If teacher groups talk about these issues productively and ideas are exchanged respectfully, simplistic ideas will become complicated, and as this process of complication introduces new voices and carves space for new ideas, deep and meaningful learning becomes possible for the group.…”