Defense Date

3-12-2024

Graduation Date

Spring 5-11-2024

Availability

Immediate Access

Submission Type

dissertation

Degree Name

EdD

Department

Educational Studies (General Education)

School

School of Education

Committee Chair

Tara Abbott and Liliana Castrellón

Committee Member

Gretchen Generett

Committee Member

Jessica Mann

Keywords

Racism, Microaggressions, Whiteness, Student Conduct, Student Affairs, Higher Education, Restorative Justice Practices

Abstract

This qualitative phenomenological study explored the lived experience of American conduct practitioners in their process of responding to reported racialized incidents. A diary method was used for participants to capture their experiences and interactions with the person(s) harmed and the offender. Of particular focus was the response of the reported offender when confronted by the conduct practitioner regarding their role in the incident. This study sought to determine in what ways resistance was exhibited by the offender, if at all, in addition to what strategies conduct officers employed when responding to resistance by the reported offender. A total of ten conduct practitioners submitted 14 reported racialized incidents from the Fall 2023 semester. Data was analyzed using a collaborative theoretical framework of racial micro(aggressions), the student conduct process, Whiteness, and White emotionality. Primary findings included microassaults as the primary category of reported racialized incidents, significant emotions experienced or revealed by stakeholders, empathy as conduct practitioner strategy, neglect of student harmed in the conduct process and process success reliant on offender engagement.

Language

English

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