Confronting the Embedded Nature of Whiteness: Reflections on a Multi-Campus Project to Diversify the Professoriate

Authors

  • Roopika Risam Dartmouth College
  • Christina Santana Worcester State University
  • Cindy Vincent Salem State University
  • Cynthia Lynch Salem State University
  • John Reiff Massachusetts Department of Higher Education
  • Joanna Gonsalves Salem State University
  • Wafa Unus Fitchburg State University
  • DeMisty Bellinger-Delfeld Fitchburg State University
  • Asher Jackson Fitchburg State University

DOI:

https://doi.org/10.33423/jhetp.v22i7.5271

Keywords:

higher education, community engagement, diversity, service learning, faculty evaluation

Abstract

This paper examines the persistence of whiteness in DEI initiatives. Through case studies at three universities, the authors consider the challenges and successes of resisting the embedded nature of whiteness. They argue that equity within faculty reward systems is only possible by decentering white voices, recognizing BIPOC faculty expertise, and resisting tokenization. A shift in thinking that moves away from an instrumental value of BIPOC faculty—their labor is valuable insofar as they provide “diversity” for the institution and contribute to student success—and towards recognition of the inherent value of their research and leadership is crucial to more fully realizing equity.

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Published

2022-07-20

How to Cite

Risam, R., Santana, C., Vincent, C., Lynch, C., Reiff, J., Gonsalves, J., Unus, W., Bellinger-Delfeld, D., & Jackson, A. (2022). Confronting the Embedded Nature of Whiteness: Reflections on a Multi-Campus Project to Diversify the Professoriate. Journal of Higher Education Theory and Practice, 22(7). https://doi.org/10.33423/jhetp.v22i7.5271

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Section

Articles