Difficult dialogues: How white male graduate students in student affairs preparation programs make meaning of their whiteness, white privilege, and multiculturalism

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dc.contributor.advisor Audrey Jaeger, Committee Chair en_US
dc.contributor.advisor Marc Grimmett, Committee Member en_US
dc.contributor.advisor Kathy Lohr, Committee Member en_US
dc.contributor.advisor Michael Schwalbe, Committee Member en_US
dc.contributor.advisor Joy Gaston-Gayles, Committee Member en_US
dc.contributor.author Olson, Barry Alan en_US
dc.date.accessioned 2010-08-19T18:15:10Z
dc.date.available 2010-08-19T18:15:10Z
dc.date.issued 2010-04-12 en_US
dc.identifier.other etd-03312010-215808 en_US
dc.identifier.uri http://www.lib.ncsu.edu/resolver/1840.16/6234
dc.description.abstract OLSON, BARRY ALAN. Difficult Dialogues: How white male graduate students in student affairs preparation programs make meaning of their whiteness, white privilege, and multiculturalism. (Under the direction of Audrey Jaeger). The purpose of this narrative case study was to understand how white male graduate students in student affairs preparation programs make meaning of their whiteness, white privilege, and multiculturalism. Through the use of the participant’s own words, the results showed that these nine participants from the Southeast had a limited understanding of whiteness as it related to any racial conception, often limited to the negative components of their racial makeup, or even an obliviousness to whiteness in general. White privilege was understood more clearly, however the participants often were in positions where they could choose to act in favor of a person of color, and instead chose not to act. Finally, the participants gained a significant amount of value from personal connections through their own informal experiences and formal activities, but the most growth seemed to occur within a classroom setting focusing on multiculturalism and diversity. The findings indicate that white male graduate students in student affairs preparation programs could benefit from required coursework in the areas of diversity and multiculturalism, where exposure to race, culture, and difference would broaden their limited experience base. Within this study, a model for the social transformation of racial identity was proposed as a way to bridge the gap between theory and practice. Using the concepts of white privilege, multicultural competency, and emancipation, the proposed model helps to explain the components within developing those difficult dialogues among white males, but also across racial boundaries. en_US
dc.rights I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dis sertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to NC State University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. en_US
dc.subject Whiteness en_US
dc.subject White Privilege en_US
dc.subject Mulitcultural Competency en_US
dc.subject Qualitative Research en_US
dc.subject Diversity en_US
dc.subject Student Affairs Preparation en_US
dc.title Difficult dialogues: How white male graduate students in student affairs preparation programs make meaning of their whiteness, white privilege, and multiculturalism en_US
dc.degree.name EdD en_US
dc.degree.level dissertation en_US
dc.degree.discipline Higher Education Administration en_US


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