Civility and White Institutional Presence: An Exploration of White Students' Understanding of Race-Talk at a Traditionally White Institution
civility, critical communication pedagogy, race, racism, whiteness
Howard Journal of Communications
In this study, the authors draw upon critical whiteness studies to explore how White students' understanding of race-talk within higher education (re)produces whiteness. Through an analysis of interview data, they generated 3 categories describing whiteness-informed civility (WIC): (a) WIC functions to create a good White identity, (b) WIC functions to erase racial identity, and (c) WIC functions to assert control of space. These thematic concepts show how WIC is characterized by logics of race-evasion, avoidance of race-talk, and exclusion of people of color. The authors conclude by offering ways for instructors to interrogate WIC through classroom practices informed by critical communication pedagogy.
Original Publication Date
DOI of published version
UNI ScholarWorks, Rod Library, University of Northern Iowa
Rudick, C. Kyle and Golsan, Kathryn B., "Civility and White Institutional Presence: An Exploration of White Students' Understanding of Race-Talk at a Traditionally White Institution" (2018). Faculty Publications. 655.