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The Production of Whiteness in Education: Asian International Students in a College Classroom by Robin J. DiAngelo - 2006This study uses a poststructural analysis to explicate the social production of Whiteness in a college classroom. Whiteness scholars define Whiteness as reference to a set of locations that are historically, socially, politically, and culturally produced, and intrinsically linked to relations of domination. Using this framework of social production, I analyze a graduate-level college classroom for evidence of Whiteness. More than 50% of the class members were Asian international students. I suggest that Whiteness was operating on multiple levels, which I categorize as: Whiteness as Domination; Resources and the Production of the Other; and the Discourse of Cultural Preference. I argue that Whiteness not only served to deny Asian international students and other students of color an equal opportunity to learn in that classroom, but most pointedly, Whiteness also served to elevate the White students by positioning the students of color as their audience.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Robin DiAngelo
University of Washington
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ROBIN DIANGELO is an adjunct faculty member in the Center for Multicultural Education at the University of Washington in Seattle. She also serves as a lead consultant for the City of Seattle’s Race and Social Justice Initiative. Her research interests are in how Whiteness is discursively reproduced. Recent publications include, “I’m Leaving!”: White Fragility in Racial Dialogue,” “My Feelings Are Not About You”: Personal Experience as a Move of Whiteness,” and “My Race Didn’t Trump My Class: Using Oppression to Face Privilege.”
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