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'This School Is Too Diverse': Fragile Feelings among White Boys at Elite Independent Schools

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Title: 'This School Is Too Diverse': Fragile Feelings among White Boys at Elite Independent Schools
Language: English
Authors: Gross, Nora (ORCID 0000-0002-9203-2864), Jacobs, Charlotte E. (ORCID 0000-0002-7494-0500), Marar, Rekha, Lewis, Adam
Source: Whiteness and Education. 2023 8(2):193-211.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 19
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Descriptors: Whites, Males, Adolescents, Private Schools, Competitive Selection, Institutional Characteristics, Selective Admission, Reputation, Inclusion, Student Diversity, Emotional Response, Racism, Negative Attitudes, Knowledge Level, Race, Intervention, Emotional Experience
DOI: 10.1080/23793406.2022.2072758
ISSN: 2379-3406
2379-3414
Abstract: As U.S. elite independent schools become more racially inclusive, white students may perceive a shift in their social position. Using qualitative data from school climate surveys at 10 such schools, 2014-2018, we explore how white adolescent boys experience these shifts emotionally. We find that a subset of particularly vocal white boys express key characteristics of white fragility and colorblind racism both in the negative feelings they report and the frames they use to explain race relations in their social worlds. Other boys, in contrast, show signs of a developing critical consciousness around race and racism in school. The findings underscore adolescence as a critical period for intervention on the developing perspectives and emotions of white boys. We conclude with a discussion of the necessity of a closer examination of how independent schools reckon with structures of whiteness in their culture as they attempt to engage in diversity and equity efforts.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1399562
Database: ERIC
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  Data: 'This School Is Too Diverse': Fragile Feelings among White Boys at Elite Independent Schools
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  Data: <searchLink fieldCode="AR" term="%22Gross%2C+Nora%22">Gross, Nora</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-9203-2864">0000-0002-9203-2864</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jacobs%2C+Charlotte+E%2E%22">Jacobs, Charlotte E.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-7494-0500">0000-0002-7494-0500</externalLink>)<br /><searchLink fieldCode="AR" term="%22Marar%2C+Rekha%22">Marar, Rekha</searchLink><br /><searchLink fieldCode="AR" term="%22Lewis%2C+Adam%22">Lewis, Adam</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Whiteness+and+Education%22"><i>Whiteness and Education</i></searchLink>. 2023 8(2):193-211.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 19
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Whites%22">Whites</searchLink><br /><searchLink fieldCode="DE" term="%22Males%22">Males</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescents%22">Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Private+Schools%22">Private Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Competitive+Selection%22">Competitive Selection</searchLink><br /><searchLink fieldCode="DE" term="%22Institutional+Characteristics%22">Institutional Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Selective+Admission%22">Selective Admission</searchLink><br /><searchLink fieldCode="DE" term="%22Reputation%22">Reputation</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Diversity%22">Student Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Response%22">Emotional Response</searchLink><br /><searchLink fieldCode="DE" term="%22Racism%22">Racism</searchLink><br /><searchLink fieldCode="DE" term="%22Negative+Attitudes%22">Negative Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Race%22">Race</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Experience%22">Emotional Experience</searchLink>
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  Data: 10.1080/23793406.2022.2072758
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  Data: 2379-3406<br />2379-3414
– Name: Abstract
  Label: Abstract
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  Data: As U.S. elite independent schools become more racially inclusive, white students may perceive a shift in their social position. Using qualitative data from school climate surveys at 10 such schools, 2014-2018, we explore how white adolescent boys experience these shifts emotionally. We find that a subset of particularly vocal white boys express key characteristics of white fragility and colorblind racism both in the negative feelings they report and the frames they use to explain race relations in their social worlds. Other boys, in contrast, show signs of a developing critical consciousness around race and racism in school. The findings underscore adolescence as a critical period for intervention on the developing perspectives and emotions of white boys. We conclude with a discussion of the necessity of a closer examination of how independent schools reckon with structures of whiteness in their culture as they attempt to engage in diversity and equity efforts.
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      – Type: doi
        Value: 10.1080/23793406.2022.2072758
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 193
    Subjects:
      – SubjectFull: Whites
        Type: general
      – SubjectFull: Males
        Type: general
      – SubjectFull: Adolescents
        Type: general
      – SubjectFull: Private Schools
        Type: general
      – SubjectFull: Competitive Selection
        Type: general
      – SubjectFull: Institutional Characteristics
        Type: general
      – SubjectFull: Selective Admission
        Type: general
      – SubjectFull: Reputation
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Student Diversity
        Type: general
      – SubjectFull: Emotional Response
        Type: general
      – SubjectFull: Racism
        Type: general
      – SubjectFull: Negative Attitudes
        Type: general
      – SubjectFull: Knowledge Level
        Type: general
      – SubjectFull: Race
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Emotional Experience
        Type: general
    Titles:
      – TitleFull: 'This School Is Too Diverse': Fragile Feelings among White Boys at Elite Independent Schools
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            NameFull: Gross, Nora
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            NameFull: Jacobs, Charlotte E.
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            NameFull: Marar, Rekha
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            NameFull: Lewis, Adam
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              Y: 2023
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              Value: 2379-3406
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