Navigating Silence: White Student Leaders' Silence and Fear When Addressing Race
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| Title: | Navigating Silence: White Student Leaders' Silence and Fear When Addressing Race |
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| Language: | English |
| Authors: | Joshua K. Taylor |
| Source: | Journal of Campus Activities Practice and Scholarship. 2026 8(1):19-40. |
| Availability: | National Association of Campus Activities. 13 Harbison Way, Columbia, SC 29212. Tel: 803-732-6222; e-mail: education@naca.org; Web site: https://www.naca.org/JCAPS/ |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | White Students, Race, Undergraduate Students, Predominantly White Institutions, Leadership Role, Student Attitudes, Student Leadership, Racial Attitudes, Cultural Awareness, Fear, Student Behavior |
| Abstract: | This general qualitative study examined how white undergraduate student leaders at three historically white institutions (HWIs) understood and navigated race, whiteness, and leadership. Using photo elicitation in semi-structured interviews and focus groups, data were collected from 18 participants (n = 18). Thematic analysis revealed a culture of racial silence, fear of missteps, and limited racial consciousness in leadership contexts. Participants described discomfort discussing race and often withdrew from cross-racial engagement. The findings suggest that whiteness operated invisibly, reinforcing ethnocentric norms and limiting students' readiness to lead across difference. The study recommends intentional leadership education that integrates critical reflection about race, raising racial awareness through dialogues, and empathy building through leadership opportunities in diverse teams. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506491 |
| Database: | ERIC |
| Abstract: | This general qualitative study examined how white undergraduate student leaders at three historically white institutions (HWIs) understood and navigated race, whiteness, and leadership. Using photo elicitation in semi-structured interviews and focus groups, data were collected from 18 participants (n = 18). Thematic analysis revealed a culture of racial silence, fear of missteps, and limited racial consciousness in leadership contexts. Participants described discomfort discussing race and often withdrew from cross-racial engagement. The findings suggest that whiteness operated invisibly, reinforcing ethnocentric norms and limiting students' readiness to lead across difference. The study recommends intentional leadership education that integrates critical reflection about race, raising racial awareness through dialogues, and empathy building through leadership opportunities in diverse teams. |
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