Exposing Hyperprivilege: How White Male Student Affairs Administrators Navigate Privilege and Engage in Social Justice Advocacy at a Predominately White Institution

Justin Zagorski, M.A. Residence Life Coordinator at Humboldt State University

Email: justinzagorski28@gmail.com —Twitter: @justinzagorski Website: http://justinzagorski.weebly.com

Discussion

Implications for Practice Implications for Research

Will productive advocacy come from White males who acknowledge that

racism exists but struggle to imagine life without white privilege? Edwards

(2006) found that having a desire to promote change without engaging with

privilege can have a negative outcome and perpetuate the very system people

are working to eliminate.

Should White males attend workshops focused on unpacking the invisible

knapsack of Hyperprivilege? Even in diverse settings, research shows that

White males will not usually self-initiate conversations about racism with POC

(Cabrera, 2012; Reason et al., 2005).

What prevents White males from coming together, supporting one another,

and working together to unpack hyperprivilege? Research participants

admitted that the struggle is overwhelming. White male administrators should

find solidarity with other and support one another in learning about Whiteness.

What would happen if White male administrators served as formal mentors to

White male students and personally invited them to workshops? Broido (2000)

argues that these personal invitations would enhance advocacy development in

the college students.

Are intergroup dialogue programs the best medium for expanding the

awareness of White males? Intergroup dialogue offers White males an

opportunity for learning across racial lines, while removing POC from serving as

the sole educator to White people. It’s a mutually beneficial experience for

White people and POC (Zuñiga, Nagda, & Sevig, 2002).

Should White male administrators have to meet specific standards before being

hired into the field? Hiring practices should be restructured to require White

males to explain their growing knowledge of privilege, demonstrated skills in

leveraging it towards building equitable learning environments, and what they

need to continually grow as advocates.

What value is there in a strong community of White male administrators

committed to unpacking Whiteness and privilege? Participants often felt

overwhelmed and isolated in a sense of estrangement. Picturing advocacy as the

sum actions of one could distract White males from imagining the value of a

collective effort.

Would reaching out to White male students be an effective way for White male

administrators to serve as advocates? White male administrators are not

readily serving as mentors to White male college students and studies show how

important a mentor is for young White males (Cabrera 2011). What prevents this

from becoming a common practice?

How does feeling ashamed of the White identity impact the advocacy of White

males? Being in a diverse environment is not enough to bring about authentic

dialogue and silence derived from fear of upsetting POC ensures that White

people will remain disconnected in a sense of estrangement.

What prevents White male administrators from being able to imagine the

significance of racism? White ascendancy comes from thinking racism is not an

issue. Color-blindness is the privileged ability to dismiss race. Should White male

administrators learn to see racism as oppression of all people, instead of the

marginalization of POC?

Can overlapping approximations be shared with one another and serve as a

launching pad for White males to have conversations about privilege? Reason,

Millar, and Scales (2005) found that having a marginalized identity can positively

affect racial justice ally development. Michael was able to describe how privilege

shows up in his practice and this could be due to identifying under the LGBTQ

umbrella. O’Brien (2001) describes this concept as overlapping approximations.

Results from this study suggest recommendations for Student Affairs practice. A long list of unanswered questions was also generated, which could be answered by

expanding Critical Whiteness Studies to better understand how White Males continue to develop their privileged identities after entering the field as full-time

administrators. Slightly closing the research allows for practices to be reimagined, and implications will conclude with a recommendation for hiring practices in Student

Affairs.

Findings

Conceptual Model

1) Participants had a limited awareness of systematic racism and white privilege. All participants spoke to Pope, Mueller, and Reynolds’ work when asked about being culturally competent yet demonstrated a limited ability to visualize privilege and systematic racism. Participants agreed that racial barriers surely exist at the institution and while examples were given, there was resounding theme of being unable to imagine life without white privilege.

2) Participants gained understanding of racism from their relationships with POC but fear speaking openly about racism. Participants illustrated a gratitude for having close relationships with POC that they met at diverse institutions in the profession and as students. All of them vocalized how it is a great opportunity for them to develop multicultural competence. Participants displayed sadness when admitting that POC are frequently placed in the role of educator.

3) Participants feel they contribute to dismantling racism, but conversely, often feel as if they do not do enough. All participants would confront blatant slurs, but three admitted that they would hesitate when addressing offensive humor. Participants knew they have a role in dismantling racism as White people, but this does not dismiss their underlying tendency to distance themselves from it.

4) Participants showed shame in their White identity and longed for community around the White identity. Cabrera writes that White people come to terms with Whiteness as it being a source of shame rather than a source of pride (2012). One participant stated an aspiration the solidarity that People of Color have around their race when asked about what working at the university would be like if they weren’t white.

“I don’t think [race] is a huge issue. I don’t think it’s a huge deal.” - Red

“I’m sure that there’s barriers exist, in the sense of having to navigate and negotiate, not only being heard, but being respected” - Edward

“I still have that privilege of being unaware all of the time.” - Robert

“When race is brought up it is brought up by my colleagues of color.” - Michael

“It should not be upon People of Color to educate the group.” - Edward

“I think a lot of times we are afraid of asking questions [in the company of POC]” - Red

“I don’t know that we’ve ever talked about [racism] to be honest.” -Red

“When it comes down to education, when it comes down to white students, I think from a racial perspective, there is always more we can do to educate our own community.” - Brian

“I know colleagues in the field that are really committed to dismantling racism, and I am really in

awe of the work. Compared to them I really don’t do anything.” -Michael

“I just feel like everywhere I have been has been so predominately white” - Edward

“It is interesting to talk about power and difference when the majority of the room is white.” - Edward

“I think if there was a sense of solidarity around [the White] race, there would be more of a

commitment to how that would be a present part of our practice” - Michael

Themes Actual Responses

Research Design

Abstract

Purpose and Problem

This qualitative study exposed how White male administrators navigate hyperprivilege at a Predominately White Institution (n=5) and explored their strategies for fostering social justice advocacy. During interviews, participants expressed the following: a limited awareness of racism and privilege; a need for cross-racial relationships; no community among their White colleagues; and a struggle to leverage privilege when working to dismantle racism. Recommendations for innovative hiring practices, mentorship programs, and advancing Critical Whiteness Studies are made.

Problem

The idea that diversity is a solution for racism overlooks the racial fault line that runs through our universities (Kivel, 2002; Rogers, 2003).

Campus climate cannot be improved without addressing the beliefs of those in power. White men benefit the most from racism due to their White privilege intersecting with male privilege, called hyperprivilege (Cabrera, 2011).

There is almost no scholarship showing how hyperprivilege impacts Student Affairs administrators’ efforts to dismantle racism on college campuses (Cabrera, 2012).

Literature Review

Purpose

This study strengthens our understanding of how White men navigate privilege and dismantle racism at their institution. Looking at how White male administrators come to leverage privilege in order to dismantle racism is needed because they often possess a limited awareness of the White and Male supremacy embedded in Higher Education (Cabrera, 2012). White men have a responsibility to continually unpack their privilege and use it to challenge oppression. The focus of this study is to investigate what has helped five White male Student Affairs administrators grow into advocates and contribute to social justice at their institutions.

Research Questions

1) How well do participants understand all forms of racism (individual, institutional, and structural) and their privilege?

2) How do White male Student Affairs administrators navigate hyperprivilege while dismantling racism at their university?

There were two focal points of this study. It uncovered each participants’ level of awareness about racism, oppression, and privilege. Secondly, interviews focused on developing a conceptual understanding of what deters and motivates White men from contributing to advocacy.

Sample Description Five White male Student Affairs administrators were the focus of this study due to their low-level of support for multiculturalism and racial equality (Astin et al. 2002; Bonilla-Silva, 2006; Cabrera, 2012); their position of racial hyperprivilege (Cabrera, 2012), and to match the race and gender of the interviewer. This research explores intersectionality as a way to expand literature that is based on a single social identities (Cabrera, 2011).

Study Site The study was conducted at a small, private four-year university in Pacific Northwest. Criterion based sampling (Creswell, 2003) was used to select participants who self-identified as White males on the predominately White campus. There was an 83% response rate during participant recruitment, which provided for five qualitative interviews.

References Racism on College Campuses (Bell, 1997; Feagin & O’brien, 2001; Hardiman & Jackson, 1997;

Kivel, 2002; Myers & Williamson, 2001; Rogers, 2003) White Privilege on Campuses (Bell, 1999; Hacker, 1992; Jensen, 2005; Kivel, 2002; Liu, 1998;

McIntosh, 1988) White Identity Development (Gusa, 2010; Hardiman, 1994; Harro, 2000; Helm, 1995; Scott,

2009; Tatum, 2003). Hyperprivilege (Cabrera, 2009; Cabrera, 2011; Cabrera, 2012; Smith, 1999) Diversity in relationships (Feagin & O’Brien, 2003; Feagin & Vera, 2001; Smith, 1999). Problematic nature of pushing diversity quotas (Douglas, 1857; Gelman, 1992; Kivel, 2002;

Rogers, 2003; Watt, S., 2007). Developing an emotional connection to racism instead of intellectualizing it (Feagin & O’Brien,

2003; Huntington, 2004; O’Brien, 2001; Watt, 1999).

While analyzing interview data, it became clear that participants had been traveling very similar paths in advocacy development with a common destination in mind. All participants spoke about their introduction to social justice being one from personal experience, time in higher education, or by moving to where there was greater diversity. The individual development of participant correlates with the Cycle of Liberation model (Harro, 2009). However, this model places their stories into conversation with one another, toward a collective goal of advocacy through solidarity.

Five Barriers of Privilege: A Conceptual Model of Advocacy Development in White Men

Interview Protocol & Analysis Interviews provided for the most vulnerable responses from participants due to them being conducted in the setting that participants found most comfortable. Prior research proves that White males are more candid about their views in private settings (Feagin & O’Brien, 2003).

One-subject, open-ended interview questions focused on identity development, awareness of racism, and advocacy. Probing questions were used as well.

Two means of audio recording were used to allow for a backup of the recording. Interviews were transcribed verbatim and organized using pseudonyms chosen by participants.

A constant comparative analysis allowed for coding to show significant themes (Glaser, 1965). According to Jones, Torres, and Arminio (2006), a theme is “an element that occurs frequently in a text or describes a unique experience that gets at the essence of the phenomenon under inquiry” (p. 89).

Sample Interview Questions What is it like being white at a racially and ethnically diverse institution? When

do you notice your whiteness? How do you think others perceive you based on your whiteness?

How would working in at your university be different if you were not white? Would you say you are proud to be white?

How often do you discuss racism with colleagues at work? How often do you discuss racism with students?

Tell me about a time when you have personally felt as if you received preferential treatment based on your white identity. What is it like to think about times when you receive preferential treatment?

How have you shown prejudice towards a person of color in your role here? If you noticed it, how would you confront a racial slur made by a white co-

worker? What if it was a student? What if a POC was present? How do you promote anti-racist thinking and action among your colleagues and

the students you work with?

Guilt - Learning about privilege can leave White men ridden with guilt, feeling overwhelmed, and without view of a solution.

Silence - A growing awareness seemed to render participants reticent, feeling more and more burdened by the amount of privilege in their identities.

Isolation - Feeling like it’s your role to confront oppressive behaviors is tiring. Red and Brian explained how they consistently address offensive comments.

Shame - White men must reach overcome the shame associated with dominant identities, as displayed by Michael, Robert and Edward.

Pride - White men need to experience pride in their race and gender identities, while supporting one another and seeing that White men can make positive contributions to social justice.

Two participants have been able to relinquish guilt and overcome silence in order to occasionally serve as advocates. Three other participants have found support rather than isolation and are at a greater level of awareness with a commitment to action due to overcoming the fourth barrier. However, each participant continues to travel toward the collective goal of overcoming shame and feeling the solidarity around identity that they witness their colleagues experiencing.

Researcher Bias Interviews were conducted, data was analyzed, and conclusions were drawn by a White male researcher in their final year of a graduate program. Prior research does show that matching dominant identities with the researcher allows participants to offer more authentic responses, yet this placed subjectivity within the findings due to the researcher’s personal lens.

Theoretical Framework White Institutional Presence (Gusa, 2010)

White Ascendancy - is seen in the behaviors and ideology that arises from the overrepresentation of White people.

White Monoculture - is the visual dominance of White people reflected in the pictures, statues, texts, and the names on the buildings within PWIs.

White Blindness - ignores the fact that White is also a socially constructed identity and it can disregard the responsibilities that White people have in working toward social justice.

White Estrangement - is the dynamic created when White people tend to favor other white people and remain disconnected from People of Color.

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Participants exhibited shame during their interview when talking about their White

male identity, which may inhibit them from finding solidarity among their White

male colleagues. Participants seemed ashamed of people of color having to

educate them. Participants conveyed a limited awareness of privilege. One

participant articulated a color-blind philosophy, while others acknowledged

racism’s existence on-campus. Few examples and personal experiences were given,

which is concerning due to the intersectionality of their White male identities.

Takeaways

Learning about Pope’s Multicultural Competence is

not enough, White males need a toolbox for

dismantling racism

Even though White men are privileged, the struggle is

understand their role in advocating for social justice is

real none the less.

White men would benefit from support as they

overcome the guilt that comes from knowing that

some White men have done terrible things to others

in the past and continue to do so.

It’s an on-going process. Ally is an aspirational

identity. White, males must continuously work to

grow as advocates.

Intentional relationships between White men are

needed. Formal mentoring programs would assist

White men in overcoming the guilt and shame that

many experience in the early stages of racial identity

development.

Restructured hiring practices could help determine if

new employees are aware of how privilege influences

their practice, can visualize oppression on-campuses,

and know how to advocate for social justice.

We need to rethink how White males grown to be advocates. Our goal must be to

welcome every White male into this conversation. We can’t agree to disagree. The

responsibility of being a White male is to tirelessly engage in the opportunity. We

are only able to choose to take a day off or let an issue go, because of privilege.

Committing to a life-long journey in the work is the only way for us to uphold our

responsibility to serve as advocates. I know the work is tiring, but other people may

not have the choice to take a break when they’re tired, so White men must choose

to engage.

The study provided the following recommendations for fostering social justice in

White man and within institutions:

White male staff and faculty should eagerly assist young men in understanding

Whiteness and privilege.

We must have White male educators who commit to an on-going process of

learning, finding ways to advocate for marginalized communities, and helping

other White males to do the same.

We need more structured workshops that can bring White men into conversa-

tions about diversity and social justice.

We need to focus on hiring and retaining White male educators who demon-

strate a commitment to dismantling racism, continually learning about their

privileges, and helping White male college students in their identity develop-

ment as well.

We need to find out why these full-time administrators have not already reached

out to White male students and then institutionalize efforts that make mentoring a

common practice. White men who utilize these recommendations can model their

understanding for students (Reason et al., 2007), help foster solidarity among

White people, and thereby establish a community of White men who are dedicated

to social justice.

Call for further Action from White men - How are you personally going to assist

more White men to engage in social justice advocacy?

Recommendations Conclusion