The document summarizes a presentation given by four graduate students on their research into how white graduate students experience being portrayed as "the problem" or racist in discussions of race and racism. It provides context about the presenters and an overview of the presentation. It also reviews relevant literature on white students' experiences with racial tension and themes that emerged from interviews with white students, such as finding course readings critiquing whiteness to be important and needing safe spaces to discuss issues of race. The implications discussed include the need for curricula and pedagogy that facilitate exploration of racial identity for white students.
1. ?
HOW DOES IT FEEL TO BE THE
PROBLEM
White graduate studentsā experiences with racial tension
A paper presentation at NASPA Annual Conference 2011 .::. Philadelphia, PA .::. March 14, 2011
citation
McGuire, K., Chang, C., Berhanu, J., & Davis III,C.H.F. (2011). How does it feel to be the problem?
White studentsā experiences with racial tension in higher education. In Harper, S.R. & Paton, L. (Eds.)
Critical Race Theory in Education. [Forthcoming Book Chapter].
music
West, 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
Keon M. Jonathan Connie Charles H.F.
McGUIRE BERHANU CHANG DAVIS III
University of Pennsylvania University of Wisconsin - Madison University of California San Diego University of Pennsylvania
2. HOW DOES IT FEEL TO BE THE PROBLEM?
2 White graduate studentsā 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
Keon M. Jonathan Connie Charles H.F.
McGUIRE BERHANU CHANG DAVIS III
University of Pennsylvania University of Wisconsin - Madison University of California San Diego University of Pennsylvania
3. HOW DOES IT FEEL TO BE THE PROBLEM?
3 White graduate studentsā experiences with racial tension
about the presentation
I. introduction & overview
II. review of the literature
III. our āresearchā
IV. breakout sessions
V. our findings
VI. implications for practice
VII. question & answer
VIII. references
Keon M. Jonathan Connie Charles H.F.
McGUIRE BERHANU CHANG DAVIS III
University of Pennsylvania University of Wisconsin - Madison University of California San Diego University of Pennsylvania
4. HOW DOES IT FEEL TO BE THE PROBLEM?
4 White graduate studentsā experiences with racial tension
a word about words
Racial Tension: refers to White studentsā participation in critical
discourse on race, racism, and Whiteness (and White privilege) in
which they are defined as the problem.
Keon M. Jonathan Connie Charles H.F.
McGUIRE BERHANU CHANG DAVIS III
University of Pennsylvania University of Wisconsin - Madison University of California San Diego University of Pennsylvania
5. HOW DOES IT FEEL TO BE THE PROBLEM?
5 White graduate studentsā experiences with racial tension
From DuBois
āBetween 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 townā (DuBois, 1994, p. 1)
Keon M. Jonathan Connie Charles H.F.
McGUIRE BERHANU CHANG DAVIS III
University of Pennsylvania University of Wisconsin - Madison University of California San Diego University of Pennsylvania
6. HOW DOES IT FEEL TO BE THE PROBLEM?
6 White graduate studentsā experiences with racial tension
HELMSā White Racial Identity Model
(Helms, J.E., 1990)
7 Ego Statuses
Abandonment of racism
ā” Contact
ā” Disintegration
ā” Reintegration statuses
Defining a non-racist White identity
ā” Pseudo-independence
ā” Immersion
ā” Emersion
ā” Autonomy
Keon M. Jonathan Connie Charles H.F.
McGUIRE BERHANU CHANG DAVIS III
University of Pennsylvania University of Wisconsin - Madison University of California San Diego University of Pennsylvania
7. HOW DOES IT FEEL TO BE THE PROBLEM?
7 White graduate studentsā experiences with racial tension
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).
Keon M. Jonathan Connie Charles H.F.
McGUIRE BERHANU CHANG DAVIS III
University of Pennsylvania University of Wisconsin - Madison University of California San Diego University of Pennsylvania
8. HOW DOES IT FEEL TO BE THE PROBLEM?
8 White graduate studentsā experiences with racial tension
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)
Keon M. Jonathan Connie Charles H.F.
McGUIRE BERHANU CHANG DAVIS III
University of Pennsylvania University of Wisconsin - Madison University of California San Diego University of Pennsylvania
9. HOW DOES IT FEEL TO BE THE PROBLEM?
9 White graduate studentsā experiences with racial tension
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?
Keon M. Jonathan Connie Charles H.F.
McGUIRE BERHANU CHANG DAVIS III
University of Pennsylvania University of Wisconsin - Madison University of California San Diego University of Pennsylvania
10. HOW DOES IT FEEL TO BE THE PROBLEM?
10 White graduate studentsā experiences with racial tension
interviewquestions
1. Could you explain what it was like to read class 4. What advice would you give to instructors for
assignments where Whites were portrayed as racist engaging White students in discourse on race,
(s) (i.e. āthe problemā)? racism, and Whiteness?
2. Could you describe your experience in discussing 5. What advice would you give a White [graduate]
issues of race, racism, and Whiteness in the student to effectively/productively engage in
classroom? discourse on race, racism, and Whiteness?
3. Can you reflect on a moment that was especially
uncomfortable for you when discussing race,
racism, and Whiteness?
Keon M. Jonathan Connie Charles H.F.
McGUIRE BERHANU CHANG DAVIS III
University of Pennsylvania University of Wisconsin - Madison University of California San Diego University of Pennsylvania
11. HOW DOES IT FEEL TO BE THE PROBLEM?
11 White graduate studentsā experiences with racial tension
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?
Keon M. Jonathan Connie Charles H.F.
McGUIRE BERHANU CHANG DAVIS III
University of Pennsylvania University of Wisconsin - Madison University of California San Diego University of Pennsylvania
12. HOW DOES IT FEEL TO BE THE PROBLEM?
12 White graduate studentsā experiences with racial tension
Heather colorblindness to awareness
Masters Student in Education
āIāve seen racism (i.e. White privilege) being perpetuated at
[university]. I experience these moments where Iām sitting in
other classes hearing White people make problematic
statements, I canāt help but feel like Iām in the middle ... I
understand that Iām a member of this [White] group, but I
donāt think like them, so Iām trying to figure out my place in all
of this.ā
āI 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,
Iām still learning.ā
Keon M. Jonathan Connie Charles H.F.
McGUIRE BERHANU CHANG DAVIS III
University of Pennsylvania University of Wisconsin - Madison University of California San Diego University of Pennsylvania
13. HOW DOES IT FEEL TO BE THE PROBLEM?
13 White graduate studentsā experiences with racial tension
Brian reflection and examination
PhD Student in Education + Former Teacher
āThereās this feeling in my gut that says that racism is a real
problem and when people make arguments saying that
racism isnāt a problem that they are wrong. But often times Iām
not the most, Iām not the best debater or arguer and I donāt
have things figured out very well for myself. So I canāt transmit
that gut feeling to someone else and if I canāt engage them
in a discussion in a convincing way it doesnāt help. It also
doesnāt help me convince myself that my gut is right.ā
Keon M. Jonathan Connie Charles H.F.
McGUIRE BERHANU CHANG DAVIS III
University of Pennsylvania University of Wisconsin - Madison University of California San Diego University of Pennsylvania
14. HOW DOES IT FEEL TO BE THE PROBLEM?
14 White graduate studentsā experiences with racial tension
Beth race and gender intersect
Mid-Career Masters Student in Education + Former Teacher in Urban School District
ā... 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.ā
āTo 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 Iāve internalized some really negative messages
about large Black men and if I can see the evidence of this in
their work, I canāt imagine how theyāre feeling sitting in my
classroom everyday.ā
Keon M. Jonathan Connie Charles H.F.
McGUIRE BERHANU CHANG DAVIS III
University of Pennsylvania University of Wisconsin - Madison University of California San Diego University of Pennsylvania
15. HOW DOES IT FEEL TO BE THE PROBLEM?
15 White graduate studentsā experiences with racial tension
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 oneās identity as an
individual White person situated in the White(ness)
collective
4. Willingness to be self-reflective and critically
examine oneās own racial positionality
Keon M. Jonathan Connie Charles H.F.
McGUIRE BERHANU CHANG DAVIS III
University of Pennsylvania University of Wisconsin - Madison University of California San Diego University of Pennsylvania
16. HOW DOES IT FEEL TO BE THE PROBLEM?
16 White graduate studentsā experiences with racial tension
implications4practice
1. Educators must develop curricula and employ 4. It is essential that educators provide safe avenues
pedagogical methods that facilitate White to support student exploration within classroom
student racial identity contexts
2. Educators should demonstrate to White students 5. The necessity of personal reflection and critically
that there is a role for them within the fight for examination as practices for managing and
racial justice as anti-racist allies coping with being identified as a problem
3. Educators should critically examine their own
racial biases and commit to developing anti-racist
identities.
Keon M. Jonathan Connie Charles H.F.
McGUIRE BERHANU CHANG DAVIS III
University of Pennsylvania University of Wisconsin - Madison University of California San Diego University of Pennsylvania
17. HOW DOES IT FEEL TO BE THE PROBLEM?
17 White graduate studentsā experiences with racial tension
questionanswer
?
HOW DOES IT FEEL TO BE THE
PROBLEM
White graduate studentsā experiences with racial tension
citation
McGuire, K., Chang, C., Berhanu, J., & Davis III,C.H.F. (2011). How does it feel to be the problem? White
studentsā experiences with racial tension in higher education. In Harper, S.R. & Paton, L. (Eds.) Critical Race
Theory in Education. [Forthcoming Book Chapter].
Keon M. Jonathan Connie Charles H.F.
McGUIRE BERHANU CHANG DAVIS III
University of Pennsylvania University of Wisconsin - Madison University of California San Diego University of Pennsylvania
18. HOW DOES IT FEEL TO BE THE PROBLEM?
18 White graduate studentsā experiences with racial tension
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Keon M. Jonathan Connie Charles H.F.
McGUIRE BERHANU CHANG DAVIS III
University of Pennsylvania University of Wisconsin - Madison University of California San Diego University of Pennsylvania
19. HOW DOES IT FEEL TO BE THE PROBLEM?
19 White graduate studentsā experiences with racial tension
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Keon M. Jonathan Connie Charles H.F.
McGUIRE BERHANU CHANG DAVIS III
University of Pennsylvania University of Wisconsin - Madison University of California San Diego University of Pennsylvania
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20 White graduate studentsā experiences with racial tension
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Keon M. Jonathan Connie Charles H.F.
McGUIRE BERHANU CHANG DAVIS III
University of Pennsylvania University of Wisconsin - Madison University of California San Diego University of Pennsylvania
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21 White graduate studentsā experiences with racial tension
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Keon M. Jonathan Connie Charles H.F.
McGUIRE BERHANU CHANG DAVIS III
University of Pennsylvania University of Wisconsin - Madison University of California San Diego University of Pennsylvania
22. HOW DOES IT FEEL TO BE THE PROBLEM?
22 White graduate studentsā experiences with racial tension
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Keon M. Jonathan Connie Charles H.F.
McGUIRE BERHANU CHANG DAVIS III
University of Pennsylvania University of Wisconsin - Madison University of California San Diego University of Pennsylvania
23. HOW DOES IT FEEL TO BE THE PROBLEM?
23 White graduate studentsā experiences with racial tension
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Keon M. Jonathan Connie Charles H.F.
McGUIRE BERHANU CHANG DAVIS III
University of Pennsylvania University of Wisconsin - Madison University of California San Diego University of Pennsylvania
24. HOW DOES IT FEEL TO BE THE PROBLEM?
24 White graduate studentsā experiences with racial tension
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Keon M. Jonathan Connie Charles H.F.
McGUIRE BERHANU CHANG DAVIS III
University of Pennsylvania University of Wisconsin - Madison University of California San Diego University of Pennsylvania
25. HOW DOES IT FEEL TO BE THE PROBLEM?
25 White graduate studentsā experiences with racial tension
thankyou
contact email
KeonMcGUIRE keon@gse.upenn.edu
JonathanBERHANU berhanu@wisc.edu
ConnieCHANG conniechang1@gmail.com
CharlesHFDAVISIII cdavis@charlesdavisspeaks.com
Keon M. Jonathan Connie Charles H.F.
McGUIRE BERHANU CHANG DAVIS III
University of Pennsylvania University of Wisconsin - Madison University of California San Diego University of Pennsylvania