Theses and Dissertations Collection

Nationally, deep divisiveness around issues of sociopolitical identity, particularly race and ethnicity, has increased the urgency for systemic organizational change around diversity, equity, inclusion, and accessibility in higher education (Chun & Evans, 2018). Overt and covert acts of race-based oppression directly impact the morale, safety, and success of college and university students from global majority populations. A transformative agenda geared towards the intentional and sustainable reform of U.S. educational systems and structures must have at its core an antiracist framework. This interpretive phenomenological case study explored the stories and experiences of a group of eight White feminist-identified campus-based women’s and gender equity center (WGEC) practitioners participating in a White affinity group, with the goal of advancing their antiracist feminist practice within their personal lives and at their respective institutions of higher education.

Through individual interviews, a focus group, and written reflections, participants discussed ways in which action for racial justice intersects with their feminist praxis; shared examples of structural and individual factors that they felt either encouraged or prevented them from pursuing antiracist feminist allyship; and articulated how participation in a race-based affinity group had impacted their perceptions of their antiracist allyship development.

An analysis of the findings of this study revealed insights that provide a compelling case for the development of White affinity groups as a strategy for challenging racism in higher education, as well as contributing to a greater understanding of the allyship development process of White antiracist feminists.