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Backstage, Frontstage Interactions: Everyday Racial Events and White College Students

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Backstage, Frontstage Interactions: Everyday Racial Events and White College Students BACKSTAGE, FRONTSTAGE INTERACTIONS: EVERYDAY RACIAL EVENTS AND WHITE COLLEGE STUDENTS By LESLIE A. HOUTS A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 2004 Copyright 2004 by Leslie A. Houts This dissertation is dedicated to the thousands of U.S. college students who allowed me to read their personal thoughts, feelings and interactions. I also dedicate this to their instructors, who encouraged them to think critically about race and who ultimately made this dissertation possible. ACKNOWLEDGMENTS A project of this magnitude would not have been possible without the support and assistance of so many wonderful people. I foremost would like to thank each member of my dissertation committee: Joe Feagin, Connie Shehan, Debra King, Hernán Vera, and Jay Gubrium. They have generously offered their time, support, and expertise during this dissertation project. I am especially truly grateful to have Joe as my chair. Joe encouraged me intellectually, but mostly he believed in my abilities. I will cherish our conversations at Books Inc., Borders bookstore, and Poe Springs. I thank Connie Shehan and Debra King who inspire me to become a feminist intellectual in my scholarship, the classroom, and the community. During most of my graduate school years, Connie served as the director of the University Center Excellence on Teaching; her office with the generous help of Diane Buehn and Nadine Gillis provided me with support and administrative help in beginning this project. I would also like to thank professors Charles Gattone, Beree Darby, William Marsiglio, and Barbara Zsembik for their mentoring and guidance. The administrative staff in the department of Sociology, especially Kanitra Perry and Sheran Flowers, have been instrumental in helping me navigate the bureaucratic system at the University of Florida (UF). I am indebted to the Jerome Connors Dissertation Fellowship, and the Ruth McQuown Scholarship for partially funding this project. I thank the Women’s Studies Program at the University of Florida, and the Department of Sociology at the University of Cincinnati for inviting me to present my preliminary findings at each of their iv colloquium series (2/6/03 and 1/16/04, respectively). The kind audience members allowed me the space to test my theoretical framework. The professors across the country who encouraged their students to participate in this project deserve special thanks: Helena Alden, Mark Cohen, Ken Davis, Mari DeWees, Sharon Dorr, Marlese Durr, Susan Eichenberger, Joe Feagin, Dana Fennell, John Foster, Christian Grov, Clay Hipke, Shannon Houvouras, Tracy Johns, Kristin Joos, Amanda Lewis, Roseann Mason, Michael Messina-Yauchzy, Eileen O’Brien, Donald Peppard, Ana Pomeroy, Karen Pyke, Adam Shapiro, Yanick St. Jean, Rachel Sullivan, Susan Takata, Laurel Tripp, Debra Van Ausdale, Lisa Whitaker, Max Wilson, and Margie Zamudio. Without these individuals encouraging their students to think critically about their everyday lives, this dissertation would not be possible. Having been part of the department of sociology at UF for 6 years, I have developed close friendships with many talented people. I started the program in 1998, along with Yvonne Combs, Shannon Houvouras, and Kristin Joos. Yvonne and Shannon served as my dissertation support group, and I could not ask for more qualified, caring, and intelligent individuals to call upon for help and guidance, especially at 3am. Kristin’s talent, energy, and ambition drove her to excel much faster than I ever could, and in this process she leapt from peer to role model effortlessly. These three incredible women continue to amaze me in everything they have accomplished, and have been crucial to my success in the program. I am thankful to the many graduate students who I look to for support, admiration, and guidance. Sara Crawley, Lara Foley, and Laurel Tripp served as wonderful mentors and friends. Each of them helped me battle the hurdles in grad school, as well as battle v the massive Florida roaches. I also enthusiastically thank Ruth Thompson-Miller, Susan Eichenberger, and John Reitzel among many others who have helped to provide a supportive, collaborative environment, and who have made grad school fun at times. Special thanks and acknowledgments go to Danielle Dirks for assisting me in painstakingly scanning countless journals. My family provided the foundation, and I appreciate everything they have done for me. I thank my mom Betty and dad Robert for instilling the passion to learn. My mom especially insisted that each of her daughters get an education before anything else. My siblings Dawn, Bobby, and Julie motivate me in a competitive spirit, and I love them for it. I have many extended family members who deserve acknowledgement. Mary Dusseau, Martha Houts, Vicki and Don Nelson, and Bob Wirtz helped me immensely by taking on the role of my surrogate parents. I also thank Mike’s family in Florida, Georgia, Kentucky, and New Jersey, who adopted me into their family with open arms. Although I hate to admit it, I have to thank my Uncle Bob Russo for our fiery debates about racial relations. This dissertation is truly inspired by our fights, and he deserves the credit. Bob challenged me, made me cry (I’m not sure he knew that), and ultimately made me even more determined to prove him wrong. Ultimately, I thank my partner Mike Picca. Mike has been with me for 5 of my 6 years in grad school (most of it long-distance), and he has supported me unconditionally in every way that someone can be supported: intellectually, financially, and emotionally. Mike deserves the title “honorary sociologist,” and I am truly blessed to have him in my life. vi TABLE OF CONTENTS page ACKNOWLEDGMENTS ................................................................................................. iv ABSTRACT.........................................................................................................................x CHAPTER 1 INTRODUCTION ........................................................................................................1 Literature on Whites .....................................................................................................2 Survey....................................................................................................................2 Colorblindness Literature ......................................................................................3 Social Psychology .................................................................................................5 Racial Classification Scheme ................................................................................6 Theoretical Perspectives ...............................................................................................7 Goffman’s Dramaturgy .........................................................................................7 Structural and Institutional Racism .......................................................................9 Key Concepts..............................................................................................................10 Racial Events.......................................................................................................10 Frontstage, Backstage, and Slippage...................................................................12 Specific Aims..............................................................................................................13 Rationale for the Study ...............................................................................................14 Summary and Dissertation Outline.............................................................................16 2 METHODOLOGY .....................................................................................................18 Research Design .........................................................................................................19 Data Analysis..............................................................................................................23 Extended Case Method........................................................................................23 Coding .................................................................................................................25 Sample ........................................................................................................................27 Journal Writing ...........................................................................................................31 Benefits................................................................................................................31 Limitations...........................................................................................................33 Active Qualitative Research .......................................................................................37 Summary.....................................................................................................................38 vii 3 FRONTSTAGE ..........................................................................................................39 Performance................................................................................................................39 Extreme Politeness ..............................................................................................40 Proving Not A Racist...........................................................................................43
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