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Views and a Journaling Exercise; Additionally, the Researcher Engaged in Heuristic Inquiry, Implicating Herself Directly in Knowledge Creation

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Views and a Journaling Exercise; Additionally, the Researcher Engaged in Heuristic Inquiry, Implicating Herself Directly in Knowledge Creation Understandings of Race and Negotiations of Theory Among Women’s Center Professionals: A Critical Phenomenological Exploration DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Graduate School of The Ohio State University By Amber L. Vlasnik, B.A., M.A.L.A. Graduate Program in Education: Policy and Leadership The Ohio State University 2016 Dissertation Committee: Professor Tatiana Suspitsyna, Advisor Professor Jill Bystydzienski Professor Susan R. Jones Copyrighted by Amber L. Vlasnik 2016 Abstract Women’s center professionals, volunteers, and supporters have worked for over 55 years to create opportunities for women, advance gender equity, and dismantle institutional sexism in U.S. higher education. This critical phenomenological study explores how women’s center professionals negotiate their racial and ethnic identities in their work for gender equity as well as how theory critically shapes their experiences. Two questions are explored: 1. How do women’s center professionals understand their race and ethnicity related to their roles and work in women’s centers? 2. How do feminist theories inform, support, and/or fail women’s center professionals as they negotiate their race and ethnicity in their work? Eight participants completed the three stages of this study, which included two in-depth interviews and a journaling exercise; additionally, the researcher engaged in heuristic inquiry, implicating herself directly in knowledge creation. The study is significant for its implications for feminist and antiracist practice and its exploration of the varied and complicated roles of feminist theory and intersectionality in women’s and other identity- based centers. ii Dedication For those who came before and made women’s centers possible For those who currently work in centers and make center missions come alive Because of you, the future we dream of and strive for is in the process of becoming Thank you iii Acknowledgments Pursuing my doctoral education and developing, researching, and writing a dissertation has been a marathon experience: I could not have sustained my steady pace nor the final sprint without the support of dozens of colleagues, current and former students, friends, and family members. I am inordinately grateful to the people listed in these acknowledgments as well as those who I may have inadvertently forgotten to list in this section. Without your encouragement, advice, check-ins, “tough talks,” and thousands of other kindnesses, I would not be here. First, I wish to thank my committee, particularly my advisor Tatiana Suspitsyna, for her ongoing belief in my abilities, her incisive feedback, and her support for my many professional and personal endeavors. I am also deeply grateful to Susan R. Jones and Jill Bystydzienski, who pushed me to go further and deeper with my ideas, and challenged and supported this research. I am also thankful for the training I received from Patti Lather, who served on my candidacy committee and greatly influenced my formation as a feminist researcher. This research was conducted with the generous financial help of several organizations and departments. I would like to thank the Coca-Cola Critical Differences for Women Fund and the OSU Department of Women’s, Gender, and Sexuality Studies iv for their financial support. I was honored to receive the Porterfield Dickens Award from my doctoral program, as well as a Phi Kappa Phi Love of Learning Award, which supported my data collection and analysis. I am grateful for support from these Ohio State and national sources. From the beginning of my doctoral journey, thank you to Lillie Howard, Sean Creighton, and Rebecca Ropers-Huilman for encouraging me to apply to Ohio State. Thank you to the Millers for the scholarship support that helped me at key points in my degree program. Thank you to my Ohio State professors, my awesome cohort members (Clare Allen, Doug Gill, Brian Janssen, Shalun Lewis, Ramsey Piazza, Shilpa Register, and Li Zhou), and fellow doctoral students who came before and after me in the program, particularly Seth Gordon, Mitsu Nairu, Deirdre Rosenfeld, and Suzanne Shoger: you helped to make Ohio State a community for this commuter! Thank you to my Wright State University colleagues for their support of my pursuit. In alphabetical order, I want to specially thank Kimberly Barrett, Jackie Bergdahl, Rick Danals, Stephanie Goodwin, Melissa Gruys, Marie Hertzler, Barbara Hopkins, Hope Jennings, Joann Mawasha, Sirisha Naidu, Mai Nguyen, Nimisha Patel, Dana Murray Patterson, Patricia Schiml, Tamera Schneider, LaFleur Small, Michelle Streeter-Ferrari, Thomas Sudkamp, Marie Thompson, and Sarah Twill for ongoing support—both tangible and intangible—at key points during my doctoral process. A sincere thank you to Mary Beth Pringle and the Rude Grrrls, who were unfailing in their support and creation of a strong feminist community in the heartland. To Jeffrey Vernooy, thank you for pushing me to start this degree and being a mentor and advocate v for me in all I did at Wright State; I miss you greatly and carry forward how you taught me to advocate for equity, inclusion, and social change, particularly racial justice. I am grateful to several Wright State resources that made writing and researching a little easier or less lonely, particularly the Faculty Writing Boot Camps through the Center for Teaching and Learning. I am also grateful for the amazing services and resources at Dunbar Library, particularly OhioLink and the library student workers who pulled—quite literally—hundreds of books from the stacks so that I could engage in my coursework and research. To my Wright State Women’s Center colleagues, you are why I was able to stay (mostly) sane as I worked full-time and pursued this degree. You put into action the mission of the women’s center to support and empower women; thank you for supporting and empowering me in my education. I am grateful beyond words to Linda Morgan, Margaret Murray, Lauren Ouwerkerk, Pegah Rahmanian, and dozens of student workers and interns, all of whom celebrated with me as I passed milestones and encouraged me when I struggled. I want to give a special thank you to Cindy Vanzant and Kelli Zaytoun, who were with me from my first class to this final submission, always ready with a listening ear, a word of encouragement, and a reminder to take care of myself. I extend a warm thank you to my new colleagues at the University of California, San Diego, particularly my counterparts on the Council of Assistant Deans and my new “family” at Thurgood Marshall College. While I’ve only been at UC San Diego for a few months, you’ve made me feel welcome, encouraged me with my writing, and celebrated my successes, including dissertation deadlines and the defense. I want to particularly vi thank the Marshall College Student Affairs team and the Dean’s interns: you do incredible work under always changing circumstances, and I am proud to work with each of you. I am grateful to my friends, many of whom are already listed above. I want to give a special thank you to Julianne Weinzimmer and Scott Wagar for their many years of friendship, advice related to writing, methodology, and the dissertation process, and support for my family through this process. Quite simply, thank you. This dissertation is stronger thanks to the incredible editing skills of Laura Beaudoin. She made every page more concise and easier to read, copy-edited each chapter at least twice, and problem-solved writing and style questions for this long document. I appreciate her expertise, coaching, and hours upon hours of labor. Auntie, you’re not allowed to edit this paragraph. Thank you…for everything. I want to thank all my family who has been with me through this 8-year journey, particularly my parents, Julie and Royce Vlasnik, and my in-laws, Angie and Robert Saxon. To Patrick, Clara, and our new addition: I am excited for the next chapter of our family. I conclude this doctoral process only because of your love and support. Finally, I want to thank Abigail, Allison, Annie, Bridget, Grace, Janelle, Nikki, and Nneka. You shared so much of your time and yourselves with me in this research process. I am humbled by the complexities in which you engage your women’s center work each day, and thankful that there are professionals like you who are so committed to making change in higher education and in our society. Thank you for all you do, each day, for all of us. vii Vita 2002................................................................B.A. International Studies and Spanish, Saint Norbert College 2002 to 2005 ..................................................Manager, Women’s Center, Louisiana State University 2005................................................................M.A. Liberal Arts, Louisiana State University 2005 to 2015 ..................................................Director, Women’s Center, and Affiliate Faculty, Women’s Studies Program, Wright State University 2015................................................................Lecturer, Women’s Studies, California State University-San Marcos 2016 to present ...............................................Assistant Dean of Student Affairs, Thurgood Marshall College, University of California, San Diego viii Publications Murray, M. A., & Vlasnik, A. L. (2015, September). Women’s center volunteer intern program: Building community while advancing social and gender justice. NASPA Journal about Women in Higher Education, 8(2): 123–124. doi:10.1080/19407882.2015.1057171 Goettsch, J., Holgerson, K., Morrow, R., Rose-Mockry, K., Seasholes, C., & Vlasnik, A. L. (2015, August). Women’s and Gender Programs and Services: CAS contextual statement. In J. B. Wells (Ed.), CAS professional standards for higher education (9th ed., pp. 489–492). Washington, DC: Council for the Advancement of Standards in Higher Education. Martin, C., Morrow, R., Robbins, C. K., Spencer, N., & Vlasnik, A. L. (2012, August). The role of Women Student Programs and Services: CAS standards contextual statement. In D. I. Mitstifer (Ed.), CAS professional standards for higher education (8th ed., pp.
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