Abstract
Striving antiracist frontline student affairs educators work from commitments to racial equity and racial justice. Yet, when responding to racist harms, they must navigate institutional investigative practices. In this institutional ethnographic study of a Predominantly and Historically White Institution (PHWI), despite frontline educators’ aims, responses resulted in limited change or adequate support for students harmed by racist incidents. Rather, investigative practices drew on white interpretations, emphasized individual responsibility, and excluded frontline educators from meaningful involvement. The findings of this study suggest that the social organization of who gets to be involved in institutional bias response processes may be racialized in ways that further harm both racially minoritized students and staff. However, the ways the educators in this study recognized the tensions and challenges in their work and actively worked to center students’ needs provide important insights for policies and practices that re-center the knowledge and aims of those at the frontline educators.
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This research was funded by grants from the University of Connecticut Department of Educational Leadership and the ACPA (College Student Educators International) Commission for Housing and Residential Life.
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An earlier version of this article was presented at the 2023 NASPA Annual Conference in Boston, MA, as well as in a dissertation that is held within the University of Connecticut Archives and Special Collections Thesis and Dissertation Repository.
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Robinson, A.N. Whiteness, Hierarchy, and Information Hoarding: Examining a University Bias Response Process from the Frontline. Innov High Educ (2024). https://doi.org/10.1007/s10755-024-09708-6
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DOI: https://doi.org/10.1007/s10755-024-09708-6