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UCLA Electronic Theses and Dissertations UCLA UCLA Electronic Theses and Dissertations Title White College Women, Race, and Place Matters: White Undergraduate Women’s Experiences and Perceptions of whiteness at UCLA Permalink https://escholarship.org/uc/item/9f93b9fc Author Guida, Tonia Floramaria Publication Date 2020 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California UNIVERSITY OF CALIFORNIA Los Angeles White College Women, Race, and Place Matters: White Undergraduate Women’s Experiences and Perceptions of whiteness at UCLA A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in Education by Tonia Floramaria Guida 2020 © Copyright by Tonia Floramaria Guida 2020 ABSTRACT OF THE DISSERTATION White College Women, Race, and Place Matters: White Undergraduate Women’s Perceptions and Experiences of whiteness at UCLA by Tonia Floramaria Guida Doctor of Philosophy in Education University of California, Los Angeles, 2020 Professor Daniel Solórzano, Chair Research in the field of critical whiteness studies in higher education has often been normed around white college men and white college students at large. Thus, white supremacy has been examined through a masculinist or gender-neutral lens. The lack of a gendered lens in the critical whiteness studies higher education literature and the ways in which we associate white supremacy with masculinity has contributed to allowing white cisgendered women who use whiteness to their own gains less visible. If we do not begin to connect white undergraduate women’s experiences and perception of whiteness to the systemic forms of whiteness in higher education contexts, we will continue to allow interrogations of white womanhood to remain insidious and in turn harder to disrupt and challenge. Thus, the purpose of this research is to ii examine and theorize about whiteness, gender, and the lived environment for white undergraduate women at UCLA. Drawing on critical whiteness and critical race studies concepts, I explore how 11 UCLA white undergraduate women understand their whiteness and perceive their campus environment through 31 60-minute interviews featuring photo elicitation and walking interviews. This study uses UCLA as one illustrative case to theorize more broadly about transferable trends and patterns related to how whiteness manifests across the higher education landscape. In this study, I found that white undergraduate women interpret whiteness in their own lives through three themes: a) understanding whiteness through one-up one-down social identities, including socioeconomic status and gender, b) utilizing white ignorance and white complicity, and c) upholding racism through color-evasiveness and racial victimization. Additionally, the three findings which pertain to how white undergraduate women perceive their campus environment include: a) race was visible for participants in subenvironments where predominantly People of Color frequented, b) participants were able to feel like white women everywhere on campus, and c) participants were both aware and unaware of how they were taking up space at UCLA. This study provides new theoretical contributions to understanding the complexity of whiteness and womanhood for college students and provides groundbreaking methods by operationalizing critical whiteness concepts in data collection to theorize around race, gender, and the lived environment in higher education. Additionally, this study provides implications for policy and practice in the field of higher education to ensure we are challenging whiteness and womanhood. iii The dissertation of Tonia Floramaria Guida is approved. Jessica Harris Tyrone Howard Teresa McCarty Daniel Solórzano, Committee Chair University of California, Los Angeles 2020 iv DEDICATION To all those before and after me who continue to fight and struggle for racial justice. To my elders, specifically my Nonna Flora, Nonna Maria, and Nonno Antonio. v TABLE OF CONTENTS Chapter 1: Introduction ................................................................................................... 1 Personal Statement .......................................................................................................... 1 Problem Statement .......................................................................................................... 3 Higher Education Context............................................................................................... 7 Relevant Terminology and Concepts .............................................................................. 9 Purpose of the Study ..................................................................................................... 13 Significance of the Study .............................................................................................. 15 Chapter Summary ......................................................................................................... 16 Chapter 2: Literature Review and Theoretical Framework ....................................... 18 Whiteness as Contextual: “White Female Complicity” ................................................ 19 White womanhood .................................................................................................... 21 White women upholding racism ............................................................................... 24 Critical Whiteness Studies ............................................................................................ 28 Whiteness as a structuring property .......................................................................... 29 Ontological expansiveness ........................................................................................ 30 White complicity ....................................................................................................... 31 Color-evasiveness ..................................................................................................... 32 Critical Whiteness Studies and Higher Education ........................................................ 34 Critical whiteness studies and the lived environment ............................................... 38 White undergraduate cisgendered women in higher education ................................ 39 Critical Race Theory ..................................................................................................... 44 Campus Racial Climate................................................................................................. 44 Microagression analytical model .............................................................................. 46 Majoritarian stories ................................................................................................... 48 Chapter Summary ......................................................................................................... 49 Chapter 3: Methods ........................................................................................................ 52 Research Questions ....................................................................................................... 52 Phenomenological Study Design .................................................................................. 53 Study Site-Institutional Context .................................................................................... 53 Pilot Study ..................................................................................................................... 54 Participant Selection Criteria ........................................................................................ 56 Recruitment Procedures ................................................................................................ 57 Participant Selection ..................................................................................................... 57 Focal Participants .......................................................................................................... 58 Study Setting ................................................................................................................. 60 Data Collection Procedures........................................................................................... 61 Part 1: Demographic questionnaire ........................................................................... 62 Part 2: Guided interview ........................................................................................... 63 Part 3: Photo elicitation interview............................................................................. 64 Part 4: Walking interview ......................................................................................... 67 Part 5: Research memos ............................................................................................ 69 vi Data Analysis ................................................................................................................ 69 Accountability and Trustworthiness ............................................................................. 74 Limitations .................................................................................................................... 76 Positionality .................................................................................................................. 77 Chapter Summary ......................................................................................................... 80 Chapter 4: Participant Profiles:
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