Document Type
Dissertation
Degree
Doctor of Education
Major
Educational Practice
Date of Defense
4-17-2024
Graduate Advisor
Dr. Thomasina Hassler, Ph.D.
Committee
Dr. JaNae’ Alfred,Ph.D.
Dr. Robert Good
Abstract
This autoethnographic dissertation research explores Critical White Studies (CWS) and racial trauma and their impact on Students of Color in a higher education setting. This study aims to challenge the deficit thinking of white educators who perpetuate racism in higher education. The relationship is examined to dismantle the white ideology of white educators who believe they have the same experiences of their Students of Color regardless of their own similar experiences. Through personal narratives the author will share the complexity of CWS and Racial Trauma. The findings suggest white educators need to examine their white identity and become culturally responsive to the needs and experiences of Students of Color. In this text, the author purposefully capitalizes “Persons of Color,” “Students of Color,” “Black” and “Racial Trauma” as a tribute to those who have endured Racial Trauma across history. Conversely, the word “white” is intentionally written in lowercase to distance it from its historical association with power and supremacy.
Recommended Citation
Barron, Tracy, "Confronting Whiteness: When Critical Whites Studies and Racial Trauma Collide: An Autoethnography" (2024). Dissertations. 1395.
https://irl.umsl.edu/dissertation/1395