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Racial and Gender Identity Development in White Male Multicultural Educators and Facilitators:
Toward Individual Processes of Self-development
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ABSTRACT
This study was conducted to examine the white identity development and male identity development of white males involved in multicultural teaching and facilitating. Narrative data was collected from four white males, including the researcher, to address three issues: 1) the experiences instrumental in the participant's immersion into multicultural work, 2) the participant's white identity development and process for self-examination, and 3) the participant's male identity development and process for self-examination.
Each narrative was analyzed individually, producing three sub-narratives for each participant: 1) a life history of the participant, as it pertains to their interest in multicultural work, 2) a chronological narrative regarding the participant's process of racial awareness and white identity development, and 3) a chronological narrative regarding the participant's process of gender awareness and male identity development.
Cross-case observation revealed common issues across the participants' experiences including the importance of contextual factors, the influence of identity issues other than race and gender, and a tendency for the participants' personal development processes to be reflected in their approach to multicultural work. Analysis also illustrated limitations of current white identity and male identity literature and a need for future multicultural education research to be more introspective and inclusive of the experiences of non-oppressed groups.
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