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SJ Dissertation FINAL.pdf (1.58 MB)

ETD Abstract Container

Abstract Header

Do Racially Literate Faculty (even) Exist?: A Narrative Study among White Faculty Members at a Predominately White Institution

Jones, Shannon Nicole
http://rave.ohiolink.edu/etdc/view?acc_num=osu1619088628862372

Abstract Details

2021, Doctor of Philosophy, Ohio State University, Educational Studies.
The purpose of this narrative study was to explore the racial literacy of white faculty members at a predominantly white higher education institution. This study employed a narrative methodological approach (Clandinin & Connelly, 2000) anchored in critical epistemology (Tierney, 1993) with the use of Critical Race Theory (DeCuir & Dixson, 2004; Delgado & Stefancic, 2001). This study was guided by the following two research questions: (1) How do white faculty describe how they learned about race, racism, and whiteness? and (2) What does racial literacy look like for white faculty at a predominantly white institution? Additionally, two sub research questions also informed this study: (a) How do white faculty speak about and interpret racialized incidents involving Black people, on and off campus? and (b) What role do white faculty have in ensuring a positive racial climate for Black students? Seven white participants with varying social identities served as the sample for this study. Data were collected through two semi-structured interviews. Four themes emerged from the participant interviews that helped identify the ways faculty learned about race, racism and whiteness throughout their lives. These themes include: Entryways to Making Meaning of Difference, Earliest Experiences Navigating Race, The Failures of K-12 Education for Racial Literacy Development and Learning Race in Adulthood. Additionally, the way participants applied their knowledge of racial literacy varied. This application was categorized in three ways: Ignorant, Emergent and Critical.
Marc Johnston Guerrero (Committee Chair)
Susan Jones (Committee Member)
Cynthia Tyson (Committee Member)
255 p.
Education; Higher Education
racial literacy; race; whiteness; college faculty; racial identity; racial justice; racism; white supremacy; critical race theory; diversity; social justice; higher education; anti-racist education; higher education teaching

Recommended Citations

Citations

  • Jones, S. N. (2021). Do Racially Literate Faculty (even) Exist?: A Narrative Study among White Faculty Members at a Predominately White Institution [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1619088628862372

    APA Style (7th edition)

  • Jones, Shannon. Do Racially Literate Faculty (even) Exist?: A Narrative Study among White Faculty Members at a Predominately White Institution. 2021. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1619088628862372.

    MLA Style (8th edition)

  • Jones, Shannon. "Do Racially Literate Faculty (even) Exist?: A Narrative Study among White Faculty Members at a Predominately White Institution." Doctoral dissertation, Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1619088628862372

    Chicago Manual of Style (17th edition)

osu1619088628862372
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This open access ETD is published by The Ohio State University and OhioLINK.