ABSTRACTWHITE COLLEGE STUDENTS WHO CAN “SEE” THEIR OWN RACE:A QUALITATIVE STUDY OF HOW ADULT LEARNERS AND TRADITIONAL STUDENTS DESCRIBED RACE AND RACISM AT MIDWESTERN UNIVERSITYByChristine Elizabeth BensonThe American college classroom is projected to become more racially and ethnically diverse, which is consistent with the vision and ideals of higher education. However research shows that White students, who represent the largest racial group currently on campuses, are unable to recognize themselves as having a race, do not understand the privilege associated with being White, and fail to grasp the prevalence of racism. Colleges and universities need to better understand how White students interpret and make sense of their own race in order to fulfill their missions of encouraging respect for diversity and preparing students to become engaged citizens in a democratic and global society. The purpose of the current study was to determine how White students at Midwestern University who could “see” their own race (Chesler, Peet, & Sevig, 2003) explained their understanding and experiences of race in light of the changing racial landscape of the American university and country. Further, this study examined the educational and non-educational experiences that caused White students to perceive or reflect upon the meaning of their own race, some for the first time. The research informing this study occurred at Midwestern University, specifically chosen for its location in Metropolitan Detroit—which was noted as the most segregated urban area in the United States. Ten students were intentionally selected for this qualitative study based on their responses to the Oklahoma Racial Attitude Scale – Revised (ORAS-R), one of the few tools available to measure the racial consciousness of White persons. Two semi-structured interviews were conducted with each student. Analysis of audio recordings and transcripts revealed four themes. White college students’ directly described their experiences of being White, and talked about struggling to identify the privileges associated with their race. Additionally, students expressed a desire to discuss race, but lacked the ability and confidence to do so while on campus and away from campus. Students talked about racism, but were largely unaware of its causes and far-reaching effects. Despite living in the most racially diverse era for higher education and the United States, findings in this study supported existing literature that White college students have deep awkwardness and discomfort when discussing race and hold many inaccurate and uninformed ideas about race, White privilege, and racism. Half of the students in this study said they did not actively or frequently reflect on or notice their race, and none spoke in an outright positive manner or with pride about their race. Participants engaged fully in the interviews, but acknowledged they did not always feel capable of doing so while on campus or in their lives away from campus. Findings from this study have implications for practice and policy in higher education. Students need supportive campus spaces in order for conversation on race to be effective. Educators and student affairs professionals need to be skilled in working across the many facets of identity in White populations (e.g., age, social, racial, ethnic, sexual, gender and gender identity, etc.) to provide such educational spaces. Students need practice with real-world strategies and tactics to disrupt racial jokes, slurs, and stereotypes when these are voiced on and off campus. Intentional, required, ongoing and well-facilitated campus experiences dedicated to understanding race are needed. Related to policy, educational administrators of both K-12 and postsecondary institutions must commit to requiring all students to participate in high-quality multicultural educational experiences. Sharing real and meaningful data about admissions and funding processes with students before, during, and after they are enrolled will help uncover larger social justice issues within education.
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