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

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

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