The DOI matches its Crossref record.
Racial Identity Change Among White Graduate Students
Abstract
This qualitative research study explored racial identity change among a group of White graduate students who took a multicultural course required for a master’s degree in counseling and psychology. Using weekly journal entries and reflection papers as data, the researcher tracked each student’s racial identity development from the beginning to the end of the course. The results showed that students developed more nonracist identities toward the end of the course. Their racial identities followed the trajectory described by Helms (1994) in her White Racial Identity (WRID) model. This study provides evidence that thoughtful classroom instruction can help students unlearn racial attitudes and replace them with more culturally inclusive beliefs.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“indicating that critical education may act as a racial identity development intervention.”
From Studying Ethnic-Racial Identity among White Youth: White Supremacy as a Developmental Context (2022) · cites this paper as Dass‐Brailsford, 2007
Citations
Cites
No references could be resolved yet.
Research works printed but not linked: 38
- American Mental Health Counselor’s Association, 2000, Code of ethics
- 10.1037/0003-066X.58.5.377 · DOI
- 10.1177/0011000001294005 · DOI
- 10.1002/j.1556-6676.1999.tb02427.x · DOI
- 10.1080/1066568950280105 · DOI
- 10.1002/j.1556-6676.1996.tb01902.x · DOI
- Caro, N., 2005, North country
- 10.1002/j.1556-6676.1990.tb01455.x · DOI
- Cross, W. E., 1971, Black World, 20, 13
- Cross, W. E., 1991, Shades of Black: Diversity in African American identity
- Cross, W. E., 1995, Handbook of multicultural counseling, 93
- 10.1002/j.1556-6676.1991.tb01576.x · DOI
- Freire, P., 2002, Pedagogy of the oppressed
- 10.1037/0022-0167.47.2.199 · DOI
- Helms, J. E., 1990, Black and White racial identity attitudes: Theory, research and practice
- Helms, J. E., 1994, Human diversity, 285
- 10.1037/0022-0167.44.1.13 · DOI
- Holcomb-McCoy, C. C., 2001, Professional School Counseling, 4, 195
- 10.2307/1318739 · DOI
- Marshall, C., 1999, Designing qualitative research
- McIntosh, P., 2000, Multicultural resource series: Professional development for educators
- Peirce, K., 2003, Boys don’t cry
- Perelman, V., 2003, The house of sand and fog
- Poindexter-Cameron, J., 1997, Journal of College Student Development, 38, 288
- 10.1002/j.1556-6676.1994.tb00937.x · DOI
- 10.1037/0022-0167.46.1.70 · DOI
- 10.1037/e651522010-001 · DOI
- Reynolds, A. L., 1995, Handbook of multicultural counseling, 312
- Rose, L. R., 1996, Impacts of racism on White Americans, 24
- Rothenberg, P. S., 2004, Race, class, and gender in the United States
- 10.1177/0011000094221009 · DOI · Paper page
- Sodowsky, G. R., 99th conference of the American Psychological Association
- 10.1177/0146167299025004008 · DOI
- 10.1037/0003-066X.54.12.1061 · DOI
- Sue, D. W., 2003, Counseling the culturally diverse: Theory and practice
- Tatum, B. D., 1994, Teachers College Record, 95, 462, 10.1177/016146819409500412 · DOI
- Tatum, B. D., 2002, Why are all the Black kids sitting together in the cafeteria?
- Wah, L. M., 1994, Color of fear
Cited by
Studying Ethnic-Racial Identity among White Youth: White Supremacy as a Developmental Context
Moffitt, U., & Rogers, L. O. (2022) · Journal of Research on Adolescence · doi:10.1111/jora.12762 · Cited by 81
“In a similar study examining white graduate students’ reflective writing, the authors found that, over the course of a semester-long class on multicultural counseling psychology, the scope and depth of students’ reflections shifted from aligning primarily with Phase 1 to primarily Phase 2 (Dass-Brailsford, 2007), indi…”
Background
Metadata
- Authors
- Dass-Brailsford, P.
- Affiliations
- Lesley University (US)
- Corresponding author
- Dass-Brailsford, Priscilla
- Venue
- Journal of Transformative Education
- Publisher
- SAGE Publications
- Published
- 2007-01
- Volume
- 5
- Issue
- 1
- Pages
- 59-78
- ISSN
- 1541-3446 (ISSN-L)
- 1552-7840
- OpenAlex
- W2064537266
- Cited by
- 28
- References
- 0
- Citations by year
- 2026: 1 · 2025: 2 · 2022: 4 · 2021: 2 · 2019: 1 · 2018: 1 · 2017: 1 · 2016: 1 · 2015: 1 · 2014: 1 · 2013: 2 · 2012: 2
- FWCI
- 7.88
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Transformative Education (publishedVersion)
- Topics
- Social Sciences › Sociology and Political Science › Racial and Ethnic Identity Research
- Social Sciences › Sociology and Political Science › Critical Race Theory in Education
- Social Sciences › Psychology › Clinical Psychology › Counseling Practices and Supervision
- Keywords
- racial identity development, white identity, multicultural education, racial attitudes, classroom teaching
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
