Prior scholarship has documented the experiences of white students engaging in racial dialogues in curricular and co-curricular contexts, however less research considers their conversations about race within their white peer and family networks, specifically within the context of anti-racist practice. This constructivist grounded theory study…

The purpose of this study was to better understand how white students are socialized to think about race in their precollege environments. While a great deal of scholarship has examined the racial attitudes, beliefs, and ideologies of white students in college, much less is known about how race is learned and rendered significant in precollege…

The purpose of this study was to understand near-peer mentoring emergent in student affairs higher education (SAHE) graduate preparation programs. Using qualitative methods grounded in a constructivist paradigm and informed by the diverse learning environments (DLE) model (Hurtado et al. 2012), we researched the experiences of graduate and…

Scholarship has provided some insight into inequities that exist within sorority and fraternity life (SFL), whereas members of culturally based sororities and fraternities within Multicultural Greek Councils (MGC) and National Pan-Hellenic Councils (NPHC) report being treated as inferior to those in historically white organizations. However, few…

This constructivist grounded theory study reveals nine interrelated components that describe white undergraduates' processes for making meaning of issues of race and racism in their environments. Findings also reveal how these processes perpetuate whiteness and anti-blackness. I present the theory as a composite counternarrative that draws upon…

The number of studies exploring the perceptions of college students towards the police has been small, with only two that include diverse urban college students as part of the samples. At two colleges in a large northeastern US city 1,103 students completed surveys that included items inquiring about personal information and their interactions…

Guided by the principles of critical race theory, we sought to understand how race and racism help explain differences in White and Black students' assessments of race relations on a predominantly White college campus. The authors employed data from a campus-wide survey conducted in Spring 2013 at the University of Alabama; the sample numbered…

Within this study, the authors are interested in engagement practices for Black students, White students, and the mixed-race college student population at Historically Black Colleges and Universities (HBCUs) and non-HBCUs. The authors asked the following research questions: How does engagement compare for Black, White, and biracial students with…

This study critically analyzes White male college student narratives regarding racial joking. Through semi-structured interviews, 29 participants described a pattern of behavior and rationalization: they heard and told racist jokes frequently; the jokes were framed as not racist; and the jokes were told only among White people, because the…

In this study I examined the ways minoritized students who serve as peer socialization agents made meaning of their collegiate contexts in relation to their identities and socialization positions. Using the framework of Critical Race Theory and the concept of a meaning-making filter, I explored the meaning-making of 13 minoritized peer…

Need for cognition is the enjoyment of and motivation to think, solve problems, and actively use one's mind, characteristics that are vital to learning. Diversity has been associated with many learning outcomes, yet critics of diversity claim that viewpoint diversity--not racial diversity--is sufficient for learning; therefore, I explored the…

This paper analyzes the campus ecology (Renn, 2003, 2004) literature from the perspective of Critical Whiteness specifically problematizing perceptions of safety and inclusion on the college campus. Relying upon Sullivan's (2006) ontological expansiveness, Mills's (1997) epistemology of ignorance, and Leonardo and Porter's (2010) Fanonian…

In this study, I employed narrative inquiry supported by intersectionality theory to explore the experiences of 6 antiracist, White, feminist undergraduate women. A conceptual model of antiracist identity development emerged from the data. Participants described vivid experiences with guilt, shame, and fear that kept them from engaging in allied…

This qualitative study explores social class consciousness, salience, and values of White, low-income, first-generation college students. Overall, participants minimized the salience of social class as an aspect of their identity with many of them expressing that they did not want their social class to define them. Although participants largely…

As the U.S. population becomes more culturally, linguistically, and racially/ethnically diverse, many tout the advantages of offering courses at the nation's colleges and universities that focus on diversity issues. Several researchers have argued that exposure to diversity topics, such as racial and gender inequality, makes college and…