Understanding Whiteness and Anti-Racist Attitudes in White Student Leaders

At predominately white institutions, Black, Indigenous, and other Students of Color are often burdened with the role of the educator for their white peers. This research explores how white student leaders at the University of San Diego engage in conversations around their white racial identity. How do white student leaders understand and discuss issues of race, racism, whiteness, and white supremacy, what is the impact of their student leader training, and how might they begin striving for the incorporation of anti-racist practices and claim the responsibility for their racial education? Using the Kolb Learning Cycle, I engaged in one pre-cycle and four cycles of data collection, including a culminating experience of a restorative justice dialogue circle. Ultimately, by providing opportunities for reflection, process, and dialogue, white student leaders gained a better understanding of their white racial identity and the role they play in upholding anti-racist values and dismantling systems of oppression