Document Type
Dissertation
Degree
Doctor of Education
Major
Educational Practice
Date of Defense
3-23-2024
Graduate Advisor
Thomasina Hassler
Committee
Robert Good
Shenita Mayes
Abstract
Abstract
This dissertation addresses white individuals’ experiences in ethnic studies courses and addresses concerns that there is too little research in this area. Drawing on the theoretical frameworks of Critical Whiteness Studies and Interpretive Phenomenological Analysis, this qualitative research study examines the lived experiences of white individuals who have taken at least one ethnic studies course in high school and explores the extent to which these experiences influence the development of their racial identity in the present. An extensive literature review includes the most recent research on Critical Whiteness Studies, white racial identity development, ethnic studies, and Interpretive Phenomenological Analysis. For this research project, six white participants who have taken an ethnic studies course within the past five years participated in in-depth, semi-structured interviews. An in-depth analysis of the data revealed four superordinate themes - critical consciousness, historical understanding, critical whiteness pedagogy, and white supremacy culture - each illuminating the participants' reflections on racial identity and the impact of the course. The study offers insights into the experiences of white students in ethnic studies courses, and emphasizes the importance of incorporating ethnic studies into secondary education. Recommendations and implications for educators, administrators, curriculum supervisors, policymakers, and future research are discussed.
Recommended Citation
Snelling, Aimee and Cisco, Kara, "Ethnic Studies and White Identity" (2024). Dissertations. 1424.
https://irl.umsl.edu/dissertation/1424