Abstract
Sport management classrooms prepare practitioners and decision makers to work in Sport for Development (SfD). A core issue within SfD is a lack of critical racial reflexivity, particularly with racially White professionals, which maintains inequitable power structures and keeps SfD programs from reaching their intended goal of facilitating positive outcomes. This study, informed by critical Whiteness studies, aimed to understand how White undergraduate sport management students critically reflected upon race while participating in an SfD service-learning course. Analyzing written reflections completed in the course, we found that students utilized Race Evasiveness and Race Explicitness, despite course content and SfD practice explicitly focused on race. Implications for research and practice are discussed.
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