In this conceptual paper, Diane Gusa highlights the salience of race by scrutinizing the culture of Whiteness within predominately White institutions of higher education. Using existing research in higher education retention literature, Gusa examines embedded White cultural ideology in the cultural practices, traditions, and perceptions of knowledge that are taken for granted as the norm at institutions of higher education. Drawing on marginalization and discrimination experiences of African American undergraduates to illustrate the performance of White mainstream ideology,Gusa names this embedded ideology White institutional presence (WIP) and assigns it four attributes: White ascendancy, monoculturalism, White estrangement,and White blindness.
Skip Nav Destination
Research Article| January 07 2011
White Institutional Presence: The Impact of Whiteness on Campus Climate
Harvard Educational Review (2010) 80 (4): 464–490.
- Views Icon Views
- Share Icon Share
- Search Site
Diane Lynn Gusa; White Institutional Presence: The Impact of Whiteness on Campus Climate. Harvard Educational Review 1 December 2010; 80 (4): 464–490. doi: https://doi.org/10.17763/haer.80.4.p5j483825u110002
Download citation file:
Citing articles via
Reading Identities, Mobilities, and Reading Futures: Critical Spatial Perspectives on Adolescent Access to Literacy Resources
CHIN EE LOH, BAOQI SUN, CHAN-HOONG LEONG
Managing Illegality on Campus: Undocumented Mismatch Between Students and Staff
HOLLY E. REED, SOFYA APTEKAR, AMY HSIN
Alyssa Napier, Tara P. Nicola, Abigail Orrick