1. Exposing Hyperprivilege: White Male Administrators and Racism at a PWI
Research Questions
Sample Description
Methodology
Findings
Implications
Literature Review
Conclusion
Presentation Flow
Exposing Hyperprivilege: White Male Administrators and Racism at a PWI
Justin Zagorski Residence Life Coordinator at Humboldt State University Twitter
@justinzagorski

2. Presentation Flow
Research Questions
Research Questions
Sample Description
Methodology
Findings
Implications
Literature Review
Conclusion
How well do participants understand all forms of racism and their privilege?
How do White male Student Affairs administrators navigate hyperprivilege while dismantling racism at their university?
@justinzagorski
@justinzagorski

3. Literature Review @justinzagorski @justinzagorski Presentation Flow
Sample Description
Methodology
Findings
Implications
Conclusion
Racism on College Campuses - (Bell, 1997; Feagin & O’brien, 2001; Hardiman & Jackson, 1997; Kivel, 2002; Myers & Williamson, 2001; Rogers, 2003).
White Privilege on Campuses - (Bell, 1999; Hacker, 1992; Jensen, 2005; Kivel, 2002; Liu, 1998; McIntosh, 1988).
White Identity Development (Gusa, 2010; Hardiman, 1994; Harro, 2000; Helm, 1995; Scott, 2009; Tatum, 2003).
Hyperprivilege – (Cabrera, 2009; Cabrera, 2011; Smith, 1999)
Diversity in relationships (Feagin & O’Brien, 2003; Feagin & Vera, 2001; Smith, 1999).
Problematic nature of pushing diversity quotas (Douglas, 1857; Gelman, 1992; Kivel, 2002; Rogers, 2003; Watt, S., 2007).
Developing an emotional connection to racism instead of intellectualizing it (Feagin & O’Brien, 2003; Huntington, 2004; O’Brien, 2001; Watt, 1999).
@justinzagorski
@justinzagorski

4. Sample Description @justinzagorski @justinzagorski Presentation Flow
Methodology
Findings
Implications
Conclusion
@justinzagorski
@justinzagorski

5. Presentation Flow
Methodology
Methodology
Findings
Implications
Conclusion
Study Type: Qualitative study with five 30- to 40-minute interviews
Sample: criterion sampling based on dominant identities
Analysis: One round of open coding followed by thematic coding
Researcher Bias: White male, new professional
@justinzagorski
@justinzagorski

6. Presentation Flow
Findings
Findings
Implications
Conclusion
There is a desire for community around the white identity.
One participant stated an aspiration the solidarity that People of Color have around their race.
“It is interesting to talk about power and difference when the majority of the room is white.”
Participants feel they contribute to dismantling racism, but conversely, often feel as if they do not do enough.
All participants would confront racial slurs, but when racial comments are presented as jokes, three participants showed hesitancy in confronting the behavior.
“I know colleagues in the field that are really committed to dismantling racism, and I am really in awe of the work. . . compared to them I really don’t do anything, except for what occurs in the context of my role.”
Participants had a limited awareness of racism and white privilege.
All participants spoke to Pope, Mueller, and Reynolds’ work when asked about being culturally competent.
Three participants, Edward, Michael, and Brian, acknowledged that thinking of what life as a Person of Color would be like at Seattle University was not only difficult but almost impossible to imagine.
Participants gain the deepest understanding of racism through their relationships with People of Color.
“I think that I have been really fortunate that five mentors I had when I was younger in the field were all people of color.” (Brian)
One participant realized that “when issues of racism are brought up, it is usually by my colleagues of color.” (Michael)
@justinzagorski
@justinzagorski

7. Implications for Research
Presentation Flow
Implications for Research
Implications
Conclusion
Investigate how overlapping approximations can make learning about one’s hyperprivilege more manageable
Some fail to realize the impact racism has on POC by assuming racism isn’t an issue, even when they work with a very diverse staff.
What would the invisible knapsack look like for Hyperprivilege?
Better understand the significance of limited solidarity among White male administrators
What prevents White male administrators from coming together, supporting one another, and working together to unpack Hyperprivilege?
@justinzagorski
@justinzagorski

8. Implications for Practice
Presentation Flow
Implications for Practice
Implications
Conclusion
Learning about Pope’s Multicultural Competence is not enough, White males need a toolbox for dismantling racism
Abandon rugged individualism, foster group processing, and make understanding Whiteness a group effort
Intergroup Dialogue programs foster awareness and skills
Mentoring programs between staff/faculty and students
Restructure hiring practices to focus on gaining new employees who are aware of hyperprivilege and engaged with advocacy
@justinzagorski
@justinzagorski

9. Presentation Flow
Conclusion
Conclusion
Recalling Pope’s Model of Multicultural Competence seems easy, but citing examples of institutional racism and personal privilege was more difficult for participants.
Rugged individualism derails development and makes unpacking hyperprivilege more difficult.
Restructuring hiring practices to investigate if new employees are aware of hyperprivilege and know how to advocate for others
Intentional relationships between White, male students and administrators are needed.
It’s an on-going process. Ally is an aspirational identity. White, males must continuously work to grow as advocates.
@justinzagorski
@justinzagorski

10. Thanks… It’s been a privilege.
Presentation Flow
Conclusion
Thanks… It’s been a privilege.
Questions?
@justinzagorski
@justinzagorski