Racial and Gender Identity Development in White Male
          Multicultural Educators and Facilitators:
       Toward Individual Processes of Self-development

                       by Paul Gorski
                   University of Virginia
                         April 1998

                       © Copyright by
                         Paul Gorski
                     All Rights Reserved
                          May 1998


                          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.