White faculty navigating difficult discussions: an ethnographic case study

Abstract

The ethnographic case study examines how White faculty member’s racial identities influence their instructional approach when navigating difficult discussions in education courses. The study helps to identify the strategies and tools White faculty members use to successfully navigate or altogether mitigate difficult discussions. Six White faculty members and one faculty of color participated in observations and/or semi-structured interviews. Findings from the study were that difficult discussions continue to be challenging to navigate, even in education courses. Participants of the study utilized an anticipate and confront instructional approach when navigating difficult discussions. However, participants have learned these instructional approaches by themselves through trial and errors. Although the participants identified more with their ethnicities, participants were in different levels of White racial consciousness statuses. Thus, institutions should provide a variety of training on how to navigate difficult discussions and provide opportunities to engage in committees where they can reflect their teaching.