Date of Award
Spring 6-12-2015
Degree Type
Thesis
Degree Name
Master of Arts (MA)
Department
Psychology
First Advisor
Nathan R. Todd, PhD
Second Advisor
Verena Graupmann, PhD
Abstract
Diversity courses and activities are a part of the multicultural mission of many institutions of higher education. However, universities, colleges, and diversity educators continue to grapple with how to increase participation and student engagement in these courses. The lens of privilege studies provides an important perspective for thinking about how to achieve this goal for White students learning about systems of racial inequity. In the current study, we conducted four studies to better understand how to decrease resistance to reflecting on White privilege (e.g., defensive affect or withdrawal) and to promote racial justice engagement (e.g., willingness to take diversity courses and educate friends about White privilege) among White students. Specifically, Study 1 examined the relationships between White guilt, White shame, and racial justice engagement (i.e., behavioral intentions, racial attitudes, and affective responses) when participants were not first presented with information about White privilege. Study 2 examined the relationship between White privilege awareness, White guilt and White shame, and racial justice engagement (i.e., behavioral intentions, racial attitudes, and affective responses). Study 3 examined the relationship between an ingroup advantage (i.e., White privilege) and an outgroup disadvantage (i.e., Black disadvantage) framework in eliciting White guilt and White shame responses and corresponding levels of racial justice engagement. Study 4 examined the utility of a mindfulness-based self-compassion framing of White privilege to reduce White shame responses, thus increasing racial justice engagement. Across the four studies, participants (n = 549) were undergraduates enrolled in an introductory psychology course at either a public university or a private, Midwestern Catholic university who self-identified as White. Findings have potential utility for educators working with White students to help them better understand and manage White students’ responses to White privilege.
Recommended Citation
McConnell, Elizabeth A., "The Role of Guilt, Shame, and Self-Compassion in Promoting Racial Justice Engagement for White Students" (2015). College of Science and Health Theses and Dissertations. 106.
https://via.library.depaul.edu/csh_etd/106
SLP Collection
no