Summary of Theory
Rowe, Bennett, and Atkinson had 4 concerns with Helm’s White Racial Identity Theory. First, they felt identity does not occur in parallel with Whites but develops differently for all groups. Second, Helm’s concept of linear identity progression was problematic. Third, Helm’s theory was misnamed because the focus was racial awareness not identity development. Finally, Helm’s theoretical basis was limited to a Black and White framework.
Proposing an alternative White racial consciousness model, Rowe et. al focus on understanding Whiteness and the resulting implications on other racial groups. Various attitudes are explored in two categories: unachieved and achieved racial consciousness. The authors propose that using attitude types increases understanding of development processes and improves assessment.
Unachieved racial consciousness consists of three attitude types. The avoidant type dismisses race. The dependent type relies on others to formulate racial opinions. Lastly, the dissonant type is in a state of confusion about race.
Achieved white racial consciousness consists of four attitude types. The dominative manifests racial superiority. The conflictive objects to outright racism but opposes any action used to minimize acts of discrimination. Third, the reactive type acknowledges that other groups have been the recipients of injustice in society and responds to these inequities. Lastly, the integrative type uses an understanding approach to the intricacies of racial issues while fostering practical social change.
Rowe et. al emphasize mobility between attitude types includes dissonance and resolve. They also claim the model is not linear but an ongoing process occurring experience by experience never reaching self-actualization.
Application to Higher Education
As discussed by Mueller and Pope, there is a lack of diversity in higher education administration and a need for student affairs professionals to do more than intellectualize racial issues. White racial consciousness promotes commitment to an internal and ongoing process of racial/ethnic awareness. At the heart of this discussion is developing the ability to incorporate an internal process of awareness in conjunction with external efforts. By committing to this process, we can better assess and improve our interactions with each student as well as enhance their development process.
Annotated Bibliography
Mueller, J. A., & Pope, R. L. (2001, March). The relationship between multicultural competence and white racial consciousness among student affairs practitioners. Journal of College Student Development , 42(2), 133-144.
Mueller and Pope conducted research to find a correlation between multicultural awareness and White racial consciousness. The authors used two self-reported measures to assess multicultural competence and white racial consciousness. 534 White student affairs practitioners with various backgrounds from 60 institutions across the US were sampled. The data indicates that there is a correlation between White racial consciousness attitude types and multicultural awareness. The authors concluded that although there is a lack of diversity in the student affairs profession, increasing multicultural awareness framed in White racial consciousness can make professional s more effective.
References
Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student development in college: Theory research and practice (2nd ed., pp. 252-270). San Francisco: Jossey-Bass.
Mueller, J. A., & Pope, R. L. (2001, March). The relationship between multicultural competence and white racial consciousness among student affairs practitioners. Journal of College Student Development , 42(2), 133-144.
Rowe, W., Bennett, S. K., & Atkinson, D. R. (1994, January). White racial identity models: a critique and alternative proposal. The Counseling Psychologist , 22(1), 129-146.
