Abstract
This article focuses on investigating the systematic privilege afforded to White male professionals in higher education by comparing a researcher’s personal experiences to the findings of a qualitative research study. This reflective piece enables the author to further investigate how White male privilege impacts his practice while linking his journey to the experiences of five White male student affairs administrators. This comparative analysis illustrates a need for White male professionals to transform and commit to a continual process of learning about racial and gender privilege in higher education.
Recommended Citation
Zagorski, Justin
(2015)
"Reevaluating the Role of White Male Professionals in Higher Education: A Transformative Analysis of Identity Development, Awareness, and Advocacy,"
MAGIS: Vol. 9:
Iss.
1, Article 13.
Available at:
https://scholarworks.seattleu.edu/magis/vol9/iss1/13