Communicating to Develop White Racial Identity in an Interracial Communication Class

Abstract

The study examines the dilemmas communicated by White students as they addressed issues of whiteness raised in an undergraduate interracial communication course. Data included semester-long in-class observation, three focus groups of White students from the class, and student documents. Communication patterns associated with dealing with White privilege, defining an antiracist lifestyle, and becoming comfortable with communicating about race were identified. Reasons for and response to white student silence in diversity-related courses are discussed.