Whiteness, Hierarchy, and Information Hoarding: Examining a University Bias Response Process from the Frontline
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| Title: | Whiteness, Hierarchy, and Information Hoarding: Examining a University Bias Response Process from the Frontline |
|---|---|
| Language: | English |
| Authors: | Ashley N. Robinson (ORCID |
| Source: | Innovative Higher Education. 2024 49(5):953-974. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Student Personnel Services, Student Personnel Workers, Universities, Racism, College Administration, Predominantly White Institutions, Ethnography, College Faculty, Teacher Attitudes, Teacher Response, Student Needs, Discourse Analysis |
| DOI: | 10.1007/s10755-024-09708-6 |
| ISSN: | 0742-5627 1573-1758 |
| Abstract: | Striving antiracist frontline student affairs educators work from commitments to racial equity and racial justice. Yet, when responding to racist harms, they must navigate institutional investigative practices. In this institutional ethnographic study of a Predominantly and Historically White Institution (PHWI), despite frontline educators' aims, responses resulted in limited change or adequate support for students harmed by racist incidents. Rather, investigative practices drew on white interpretations, emphasized individual responsibility, and excluded frontline educators from meaningful involvement. The findings of this study suggest that the social organization of who gets to be involved in institutional bias response processes may be racialized in ways that further harm both racially minoritized students and staff. However, the ways the educators in this study recognized the tensions and challenges in their work and actively worked to center students' needs provide important insights for policies and practices that re-center the knowledge and aims of those at the frontline educators. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1441940 |
| Database: | ERIC |
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| Abstract: | Striving antiracist frontline student affairs educators work from commitments to racial equity and racial justice. Yet, when responding to racist harms, they must navigate institutional investigative practices. In this institutional ethnographic study of a Predominantly and Historically White Institution (PHWI), despite frontline educators' aims, responses resulted in limited change or adequate support for students harmed by racist incidents. Rather, investigative practices drew on white interpretations, emphasized individual responsibility, and excluded frontline educators from meaningful involvement. The findings of this study suggest that the social organization of who gets to be involved in institutional bias response processes may be racialized in ways that further harm both racially minoritized students and staff. However, the ways the educators in this study recognized the tensions and challenges in their work and actively worked to center students' needs provide important insights for policies and practices that re-center the knowledge and aims of those at the frontline educators. |
|---|---|
| ISSN: | 0742-5627 1573-1758 |
| DOI: | 10.1007/s10755-024-09708-6 |
