Scholars have cited an antiracist identity as an ideal development status for Whites seeking to change systemic racism (Helms, 1995). However, little is known regarding the lived complexities of ...antiracist work itself. This article examines the experiences of one group of Whites (N = 10) committed to antiracist action. Outcomes indicate challenges that include backlash and struggles to identify more effective antiracist tactics. Coping mechanisms are considered in relation to counseling and counselor training practices.
This study explored the experiences of counselor students of color in two multicultural courses in a master-level counseling program. Participants revealed their feelings surrounding a need to assume ...a 'teaching role' with their White counterparts, to challenge racist and stereotypical viewpoints. Positive and negative experiences associated with this role were expressed. Findings are drawn upon to suggest more inclusive counselor education tactics.
This article presents findings from a study that explored the lived experiences of Whites committed to antiracism action—those who, according to Janet Helms's (1990, 1995, 2014) White racial identity ...model, exhibit characteristics of the autonomy status. Thematic outcomes indicated participants’ (N = 10) efforts to manage their own racism in ways that are both proactive and responsive in nature. Findings are compared with theoretical and empirical literature regarding the racial identity development of Whites committed to antiracist action.
Este artículo presenta los hallazgos obtenidos a partir de un estudio que exploró las experiencias vitales de personas blancas comprometidas con la acción antirracista. Según el modelo de identidad racial blanca de Janet Helms (1990, 1995, 2014), estas personas son aquellas que muestran características del estado de autonomía. Los resultados temáticos indicaron que los esfuerzos de los participantes (N = 10) por controlar su propio racismo son por naturaleza tanto proactivos como reactivos. Se comparan los hallazgos con la literatura teórica y empírica en torno al desarrollo de la identidad racial de personas blancas comprometidas con la acción antirracista.
Researchers assessed the longitudinal impacts of a master‐level, race‐based counseling course with White, graduate‐level counseling students (N = 35) over a 5‐year period. Impacts were assessed ...through interview and written data, as well as with the White Racial Consciousness Development Scale‐Revised (Claney & Parker, 1989; Lee et al., 2007). Students expressed an increased sense of responsibility to address racism, with examples of ways they addressed inequities and discrimination across contexts.
Resumen
Los investigadores evaluaron los impactos longitudinales de un curso de consejería de nivel máster basado en la raza con estudiantes de consejería blancos de posgrado (N = 35) durante un periodo de cinco años. La evaluación de los impactos se realizó a través de entrevistas y datos escritos, además del empleo de la Escala de Desarrollo de la Conciencia Racial Blanca – Revisada (WRCDS‐R; Claney & Parker, 1989; Lee et al., 2007). Los alumnos expresaron un aumento de su sentido de la responsabilidad para abordar el racismo, con ejemplos de formas en las que abordaron casos de desigualdad y discriminación en diversos contextos.
This qualitative study examined the experiences of 11 students of color who participated in 2 multicultural counseling courses in a master’s‐level counseling program at a predominantly White ...institution. Findings illustrate students’ learning experiences based on instructors’ racial and ethnic identities, including a pivotal transition from distrust to trust toward the White instructor. Implications for teaching race‐based topics with students of color are presented.
Este estudio cualitativo examinó las experiencias de 11 estudiantes de color que participaron en dos cursos de consejería multicultural en un programa de consejería de nivel máster en una institución predominantemente blanca. Los hallazgos ilustran las experiencias de aprendizaje de los alumnos basadas en las identidades raciales y étnicas de los docentes, incluyendo una transición fundamental desde la desconfianza hasta la confianza hacia el docente blanco. Se presentan las implicaciones para la enseñanza de temas basados en la raza con alumnos de color.
This article presents outcomes of a qualitative exploration of White racial identity. Ten participants whose characteristics were reflective of Helms's () autonomy status defined their racial ...identities and related lifestyle choices. Findings are conceptualized within the framework of Helms's (, ) theory of White racial identity development. Suggestions are intended to enhance White racial identity theory and provide empirical support for characteristics of Whites who are engaged in antiracist activities.
This phenomenological study assessed master-level students' experiences of using photovoice, a creative learning activity, in a race-based multicultural counseling course. Students were asked to ...engage in weekly written reflections regarding a course-related photographic image, with the goal of more deeply processing cognitive and affective reactions to the course. Data analyzed included focus groups, student written responses, and photos. Findings indicated use of photovoice as a means for processing cognitions, which allowed students to deepen learning by extending a racialized lens outside of the classroom. Students also indicated use of the tool to process emotional reactions at various stages of the course, allowing learners to creatively and visually express feelings as they surfaced.
This study sought to determine changes in 121 White counseling students following their participation in an experiential, race‐based course taught in a group format. Pre‐ and postoutcomes were ...reported based on instruments that measured White racial identity development, White privilege, color blindness, and the costs of racism. Findings indicated significant changes according to the majority of measures, although with certain distinctions. Findings are discussed in light of the current literature.
Este estudio trató de determinar los cambios en 121 estudiantes blancos de consejería después de su participación en un curso experiencial basado en la raza que se enseñó en formato de grupo. Se comunicaron los resultados previos y posteriores basándose en instrumentos que midieron el desarrollo de la identidad racial blanca, el privilegio blanco, la falta de percepción de color y los costos del racismo. Los hallazgos indicaron cambios significativos según la mayoría de mediciones, aunque con ciertas distinciones. Se discuten los hallazgos a la luz de las investigaciones actuales.
This article describes use of sandplay as an instructional intervention in a race-based multicultural counseling course. Meaning gleaned through engagement in the activity was explored through ...qualitative inquiry. Findings indicated that sandplay facilitated student expression and understanding of self in relation to course content. Participants' verbal and written feedback revealed meaningful experiences of using this intervention as a group activity. The authors suggest best practices in use of the intervention in instructional settings.
This study examined counseling students' experiences of a group course on the culture of Whiteness. The students reported changes in their White racial identities that included a new awareness of ...personal race, racial privileges, and a commitment to antiracism. Course tenets cited by students as promoting learning are included.
Este estudio examinó las experiencias de un grupo de estudiantes de consejería de un curso sobre la cultura de la Blancura. Los estudiantes informaron de un cambio en su identidad racial Blanca que incluía una renovada conciencia personal sobre la raza, los privilegios raciales y un compromiso con el antirracismo. Se incluyen los principios del curso que los estudiantes citaron como promotores del aprendizaje.