“Being White in a multicultural society”: Critical whiteness pedagogy in a dialogue course.
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The purpose of the present study was to investigate White students’ experiences in an intergroup dialogue course that employed critical Whiteness pedagogy (Kincheloe & Steinberg, 2000) and focused on being White in a multicultural society. Using a qualitative approach, the authors investigated student participants’ (n 6) perceptions of the dialogue course and what they learned from engaging in this dialogue. Data from semistructured, individual interviews revealed several themes. With regard to students’ general experiences during the course, findings suggested that they benefitted most from a balance of reading, personal reflection, and peer dialogue. Additionally, students reported mixed feelings about the racial composition of the students and cofacilitators in the course. With regard to the goals of critical Whiteness pedagogy, findings indicated that students increased their racial self-awareness, enhanced their knowledge of critical racial issues (e.g., institutional racism and White privilege), and engaged in some small behavioral steps toward becoming allies. Limitations of the study and directions for future research are discussed. Additionally, the authors provide practical implications of the findings for university personnel.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it