Date of Award
4-22-2025
Document Type
Thesis
Degree Name
Psychological Science, MS
First Advisor
Kris Biondolillo
Committee Members
Jessica Curtis; Savannah Cormier
Abstract
Discussions surrounding racism and Whiteness, although challenging are indispensable for gaining insights into the intricacies of today’s racial dynamics (Maxwell & Chesler, 2022). The literature, particularly the works of Sue (2013), delineates specific academic and social norms prevalent in classroom settings, such as the Academic, Politeness, and Color-Blind Protocols, each playing a distinct role in shaping conversations about race. In the current study, we explored two primary factors that could impact White college students’ alignment with the Academic, Color-Blind, and Politeness Protocols: the racial composition of the hypothetical conversation group and the presence, or absence, of instruction during the conversation. Participants were randomly assigned to one of four vignettes, varying across two variables (all-White vs. mixed group conversation; Instructions vs. No Instructions).
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
O'Conner, Camryn, "The Effect of Group Racial Make-Up and Instructions on White Students' Agreement with Social and Academic Norms During Race Talk" (2025). Student Theses and Dissertations. 664.
https://arch.astate.edu/all-etd/664
