Date Approved

7-14-2025

Embargo Period

7-14-2025

Document Type

Dissertation

Degree Name

Ed.D. Educational Leadership

Department

Educational Leadership

College

College of Education

Advisor

James Coaxum, III, Ph.D.

Committee Member 1

Simara Price, Ph.D.

Committee Member 2

Terrell Strayhorn, Ph.D.

Disciplines

Education | Higher Education

Abstract

The purpose of the study is to examine the perceptions of White students about campus racial climate at a predominantly White liberal arts college in connection with students’ White racial identity development and liberal arts curriculum. The research study aims to promote a better understanding of campus racial climate at PWIs from the perspective of White students to provide insights on ways to improve campus racial climate, specifically for students of color. The data for this project were primarily collected through semi-structured qualitative interviews with White students. Quantitative data was also collected in the form of a racial attitudes assessment called the White Racial Identity Attitude Scale, renamed for the study as the Social Attitudes Scale. Students demonstrated White racial identity development in connection to their liberal arts curriculum when they mentioned things like systemic racism or White privilege, and recognized how different lived experiences can lead to a difference in perception of the same phenomenon. These findings suggest that a diverse, liberal arts curriculum can aid in White racial identity development, which assists White students in examining their White privilege and developing a healthy, anti-racist White identity. An examination of White privilege at the individual level is needed to ensure an inclusive and positive campus racial climate for all, especially for students of color in predominantly White institutions.

Download

Share

COinS