The Journal of College and University Student Housing - Volume 43, No. 3 - 69

THIS CRITICAL CASE STUDY examined the racial identity
development of 10 White RAs who participated in 12 hours
of diversity and social justice training during a two-week
summer program. Helm's White Racial Identity Development
Model served as the study's theoretical framework. In this
paper, we discuss the incongruence between the Northeast
State University Department of Residential Life training
content and the RAs' deeply held beliefs about race and
racism. We conclude by offering recommendations to
residential life practitioner-educators for enhancing RA
training, diversity, and social justice education, and assisting
White RAs in their racial identity development.

The role of the
resident assistant
(RA) in developing
a socially just
community is
paramount.
However, if RAs

Within higher education and student affairs, educators often
espouse the idea of ending racism and striving toward social justice.
More specifically, within the functional area of residential life,
many institutions articulate the goal of creating socially just residential communities that embrace and celebrate the diversity of all
members regardless of race. To attain this goal and create inclusive
living communities on college campuses, residential life staff must
commit themselves to learning about the deeply complex, insidious
nature of racism. The role of the resident assistant (RA) in developing a socially just community is paramount. However, if RAs cannot
accept or understand the existence of racism, how can they positively influence their communities' development toward a socially just
environment that truly accepts and celebrates all students? In this
critical case study, we specifically examine the White racial identity
development of 10 RAs and their perceptions of race and racism.

WHITE RACIAL IDENTITY, WHITE PRIVILEGE,
AND CONTEMPORARY RACISM
The literature on White racial identity development provides a theoretical construct for understanding how White people navigate a
racialized society (Hardiman, 1982; Helms, 1984, 1990, 1995; Ponterotto, 1988). However, it is important to note that no one model
fully explains the developmental process White people undergo to
conceptualize and internalize their individual and group-level racial

cannot accept
or understand
the existence of
racism, how can
they positively
influence their
communities'
development
toward a socially
just environment
that truly accepts
and celebrates all
students?

V O L U M E 4 3 , NO. 3 * 2 0 1 7

69



The Journal of College and University Student Housing - Volume 43, No. 3

Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 43, No. 3

Contents
The Journal of College and University Student Housing - Volume 43, No. 3 - Intro
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The Journal of College and University Student Housing - Volume 43, No. 3 - Cover3
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