Thesis (Ph. D.)--University of Texas at Austin, 2005. / Supervisor: Charlotte Canning. Vita. Includes bibliographical references.

Dissertation (PhD)--Unviersity of Stellenbosch, 2008. / Bibliography. Also available via the Internet.

Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Includes bibliographical references (p. 233-245).

This research is a qualitative, heuristic study involving in-depth interviews with eight white, professional heterosexual women in interracial relationships. The women were found through an opportunistic or snowball approach. The participant women were in the age range 25-60. Six were married and two were in long term relationships. All women had children, seven having mixed-race children between 18 months and 23 years of age. Four women had partners of African-Caribbean heritage, three had partners of African heritage and one had a partner of Nepalese heritage. The women shared their reflections on having to confront the realities of racism, coming to terms with their own ambiguous racial position, facing the notion of whiteness and considering their social position as white women. The research was conducted using a heuristic methodology to explore white women's experiences, using creative images and personal reflective and reflexive narratives integrated throughout the text. The research offers insight into how the social experiences of being in an interracial relationship impacts on white women; as individuals, partners and in their role of mother. Implications for themselves as mothers and parenting their children in a racist context are explored and discussed. The findings suggest the women can feel caught between the known (whiteness) and the unknown (blackness). Having crossed a 'socially unaccepted racialised boundary' and challenging explicit dominant social, gendered and racialised beliefs, the women stepped into the unknown involving experiences of changes in status, challenges to assumptions of their maternal competence and living in a world which involved a continuous process of deconstruction and reconstruction of a new, unforeseen racialised identity. The white women moved from being an 'insider' within their own dominant social experiences, to becoming an 'outsider' within another cultural context, sometimes experiencing uncertainty about where they belonged. The white women experienced a shift of reference group orientation, with a new experience of continuous external scrutiny unfolding. These newly encountered social and personal events challenged the white women to review how they previously saw themselves, with this all impacting on their previously taken for granted social status. These experiences impacted at emotional and cognitive levels. As a consequence, the white women often found themselves occupying a liminal or unknown space where a process occurs of attempting to come to terms with the new experiences, new learning and adopting alternative strategies to deal with these different experiences. Implications for counsellors working with white women in interracial relationships are considered and suggestions for therapeutic engagement are made.

Thesis (Ph.D.)--Mississippi State University. Department of Instructional Systems, Leadership, and Workforce Development. / Title from title screen. Includes bibliographical references.

Thesis (M.A.) University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (June 27, 2007) Vita. Includes bibliographical references.

No description available.

This qualitative narrative inquiry study examined the narratives and experiences of White women admissions officers at predominantly white institutions (PWIs) and explored how they engaged with the development of their white racial identity throughout their professional careers. Using Critical Whiteness Studies (CWS) and Helms’ (1990) white racial identity development model, the research questions were: What are White women admissions officers’ narratives of their experiences with whiteness at predominately white institutions? How do White women's admission officers make meaning of their racial identity? Data was collected from seven White women admissions officers through a demographic survey and two 45-60-minute interviews. The findings were displayed using narrative summaries. Participants’ narratives described how the White women admissions officers acknowledged the existence of whiteness and its effects on campus practices and policies and offered examples of how they worked to decenter the white experience from their campus. Additionally, participants highlighted how they were more engaged with ally work once they accepted their white privilege and how the system of whiteness had structured their personal and professional lives. Most of the participants believed white privilege and the systems created to protect it existed on campus at PWIs and shared examples of how they had benefited from these practices. Nearly all participants expressed feelings of discomfort when first introduced to white privilege but understood it had to be confronted if systems of whiteness could ever be dismantled. Implications for practice and recommendations for future research are shared, and specific ways admissions and recruitment can better assist White women admissions officers in being equitable with their practices and policies are outlined.

In Boston Massachusetts, Black and White women aged 50-74, experience limited access to breast cancer screening. The purpose of this quantitative study was to investigate whether there is a correlation between breast cancer screening access to personal healthcare providers among Black and White women, aged 50- 74, in Boston, MA. The study focused on whether there was a correlation between breast cancer screening access and socioeconomic status among women, and whether a correlation existed between breast cancer screening and their educational levels. The study was informed by the health belief psychological framework. The study consisted of secondary data from the Behavioral Risk Factor Surveillance System with a sample size of n =1815, 18 years and above. Exclusion criteria consisted of adults under age 40, women above age 74 diagnosed with cancer, and had mastectomies previously. A chi square test examined the relationship between the independent and dependent variables. The key results showed a significant relation between race and access to healthcare providers. The study also found a significant relationship between low income levels and limited access. The study results portrayed a nonsignificant relationship between breast cancer screening and educational levels among black and white women. The results concluded that access to healthcare providers was significant among the races as well as their income levels. The study contributes to social change by promoting awareness through education of individuals, communities, organizations and the society at large.

[pt] O objetivo deste trabalho é refletir sobre como se dá a atualização do racismo à brasileira (Gonzalez, 1984, Munanga, 2010) pelo dispositivo de poder da branquitude (Bento, 2002, 2022, Carneiro, 2005, Schucman, 2012, Schucman; Cardoso et al., 2014, Muller; Cardoso et al., 2017, Conceição, 2020) em performances discursivas de mulheres brancas da classe média crítica (Souza, 2017). Para tal, esta tese segue metodologia qualitativa-interpretativa da Análise de Narrativas (Bastos; Biar, 2015) visando observar as performances raciais e afetivas brancas (Ahmed, 2004, Melo, 2019, 2021) das participantes, nas pequenas histórias (Georgakopoulou, 2015) compartilhadas por elas em conversas exploratórias (Miller, 2003), nas quais refletimos crítico-afetivamente sobre o que significa ser branca no Brasil e onde mora o privilégio branco em suas trajetórias de vida. Em minha escrita, ventilo questões relativas ao fazer acadêmico no contexto da Linguística Aplicada INdisciplinar (Moita Lopes et al., 2006, 2013) e ao sentir crítico (Borges, 2017a, 2017b, 2020, 2021), conceito que trabalho desde a minha dissertação, que se refere ao devir de sensibilidade que nutre e é nutrido nos processos de letramento crítico, cujo foco é a reflexividade crítico-afetiva (foco no afeto), de forma amalgamada ao pensamento crítico (foco cognitivo) e à ação crítica (foco político). As notas reflexivas desta pesquisa trazem a inexorabilidade do dispositivo de poder da branquitude na atualização do racismo em performances raciais e afetivas de mulheres do grupo racial branco, apontando para seu papel fundamental nesse processo, mesmo no contexto da academia dita crítica. Ciente disso, trago reflexões sobre a importância do letramento racial crítico (Ferreira, 2022), do sentir crítico (Borges, 2017a, 2017b, 2020, 2021), do estudo e da coalizão nos abaixo-comuns da Universidade (Harney; Moten, 2013, 2021), a fim de mitigar os efeitos dessas performances na Academia Cubo-Branco (Kilomba, 2019a). / [en] The aim of this paper is to reflect upon how Brazilian racism (Gonzalez, 1984, Munanga, 2010) is actualized by whiteness (Bento, 2002, 2022, Carneiro, 2005, Schucman, 2012, Schucman; Cardoso et al., 2014, Muller; Cardoso et al., 2017, Conceição, 2020) as an apparatus of power (Foucault, 1978) in discursive performances by white women who belong to what Jessé Souza (2017) classifies as critical middle-class in Brazil (Souza, 2017). To this end, this thesis follows qualitative-interpretative methodology from Narrative Analysis (Bastos; Biar, 2015) to investigate how whiteness shapes participants white racial and affective performances (Ahmed, 2004, Melo, 2019, 2021) in the small stories (Georgakopoulou, 2015) shared by them in exploratory conversations (Miller, 2003), in which we reflect critically-affectively on what it means to be white in Brazil and where white privilege resides in their life stories of accomplishment. In my writing, I vent issues concerning the critical academic doing in the context of INdisciplinary Applied Linguistics (Moita Lopes et al, 2006, 2013) and critical feeling (Borges, 2017a, 2017b, 2020, 2021), a concept I have been working on since my dissertation, which refers to the becoming of sensibility that nurtures and is nurtured in critical literacy processes, whose focus is critical-affective reflexivity (focus on affect), which merges with critical thinking (focus on cognitive aspects) and critical action (focus on political aspects). The reflexive notes of this research confirm the inexorability of whiteness as an apparatus of power which allows the actualization of racism in performances of race and affect by women who belong the white racial group in Brazil, pointing to their fundamental role in this process, even in the context of the so-called critical academia. Furthermore, it indicates that focus on undergoing processes of critical racial literacy (Ferreira, 2022), fostering critical feeling (Borges, 2017a, 2017b, 2020, 2021) and joining study with coalition in the under-commons of the University (Harney; Moten, 2013, 2021) may be a way to mitigate the effects of these performances in the White-Cube Academy (Kilomba, 2019a).