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i Angela Lynn Putman Candidate Communication and Journalism Department This dissertation is approved, and it is acceptable in quality and form for publication: Approved by the Dissertation Committee: Dr. Mary Jane Collier, Chairperson Dr. Ilia Rodriguez Dr. Myra Washington Dr. Ricky Lee Allen Running Head: INTERRUPTING THE SILENCE ii INTERRUPTING THE SILENCE: A CRITICAL DISCOURSE ANALYSIS OF A PILOT SEMINAR ON RACISM, INTERSECTIONALITY, AND WHITE PRIVILEGE by ANGELA LYNN PUTMAN B.A., Organizational Communication, Western Michigan University, 1998 M.A., Organizational Communication, Western Michigan University, 2002 DISSERTATION Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Communication The University of New Mexico Albuquerque, New Mexico May 2014 INTERRUPTING THE SILENCE iii © 2014, Angela Putman INTERRUPTING THE SILENCE iv DEDICATION This dissertation is dedicated to my incredible sister, Meredith (Merry) Higgins. I know that you are smiling down on me and beaming with pride. I miss you more than words can say. INTERRUPTING THE SILENCE v ACKNOWLEDGEMENTS This dissertation would not have been possible without the support, guidance, and encouragement from many people in my life. First, and foremost, I must acknowledge God for His unconditional love and guidance in my life. It is through Him that all things are possible (Phillippians, 4:13). I would also like to acknowledge my esteemed committee members who have supported and guided me throughout this entire process. Dr. Ilia Rodriguez—thank you for your kind words and for your willingness to sit with me in your office and talk through my ideas. Dr. Ricky Lee Allen—your Whiteness Studies class is the reason I felt confident in choosing white privilege as my dissertation topic. Thank you for the scholarly chats and the endless amount of resources to guide me along the way. Dr. Myra Washington—thank you for always being a reminder not to take myself so seriously. You talked me down off several ledges throughout this process and I am grateful for your friendship and support. Finally, my advisor, Dr. Mary Jane Collier— I am so happy that I chose you as “my person,” and that you chose me back. You have been more than an advisor to me. You challenge me, you encourage me, you support me, you act as an example for me of the kind of scholar I hope to be, and I thank you from the bottom of my heart. There are several other people who played a supporting role in getting me to this point, and I wish to thank each of them here. To my amazing editor, Doris Jackson (Mama J), thank you for helping me to appreciate the value of the comma. Your insight and wisdom were invaluable to me throughout this process. To my parents—Cynthia Nuttall and Patrick Putman—thank you for always pushing me to be the best person that I could be. You have helped to shape me into the woman I am today and I thank you for all INTERRUPTING THE SILENCE vi of your support and words of encouragement. Finally—to my partner in crime, the love of my life, the head cheerleader for Team Putman—Matthew Jackson: I share this success with you. Not only did you serve as my co-facilitator for this seminar, but you were behind the scenes the entire way through this journey—you were always ready and willing to encourage me, made sure that I was eating and sleeping, kept our household running so that I could focus on this goal, and believed in me when I was doubting myself. I love you with all of my heart and am forever grateful. INTERRUPTING THE SILENCE vii INTERRUPTING THE SILENCE: A CRITICAL DISCOURSE ANALYSIS OF A PILOT SEMINAR ON RACISM, INTERSECTIONALITY, AND WHITE PRIVILEGE By: Angela Lynn Putman B.A., Organizational Communication, Western Michigan University, 1998 M.A., Organizational Communication, Western Michigan University, 2002 Ph.D., Intercultural Communication, University of New Mexico, 2014 ABSTRACT This dissertation is based on the design and implementation of a pilot seminar for college undergraduates on the topics of racism, intersectionality, and white privilege. Utilizing Critical Communication Pedagogy as a theoretical and methodological approach, the author discusses the learning competencies, activities, and achieved learning outcomes related to the pilot seminar. Next, the author analyzes participants’ discourse that emerged through seminar surveys, recordings of seminar activities, and observations. The author then analyzes the first research question, related to participants’ negotiated constructions of racism, intersectionality, and white privilege and examines how these constructions did/did not reflect change throughout the seminar process. A number of ideological discourses emerged through participants’ discourse before, during, and after INTERRUPTING THE SILENCE viii the seminar and these discourses are also analyzed using a Critical Discourse Analysis approach. The author then discusses findings from the study that include participants’ subject positioning within the discourse, the implications of ideological discourses that perpetuate the pervasiveness of whiteness and white privilege, and how these discourses reinforce social practices that reify hierarchies, power relations, and status positionings. INTERRUPTING THE SILENCE ix TABLE OF CONTENTS CHAPTER ONE: INTRODUCTION ..................................................................................1   Whiteness and White Privilege ................................................................................5   Whiteness and Instructional Contexts ....................................................................11   Broad Goals and Approach ....................................................................................14   History and Context of U.S. Racial Politics ..........................................................16   Overview of Study .................................................................................................22   Benefits of the Study ..............................................................................................23   Preview of Dissertation ..........................................................................................24   CHAPTER TWO: POSITIONALITY, THEORETICAL BACKGROUND, AND RELEVANT CONCEPTS .................................................................................................26   Positionality ...........................................................................................................26   Theoretical Orientations .............................................................................28   Overview of Relevant Concepts ............................................................................32   Whiteness as Ideology ...............................................................................35 Racial Ideology ..............................................................................38 Color-Blind Ideology .....................................................................41 White Positioning and Privilege ............................................................................45   Critical Communication Pedagogy ........................................................................48   CHAPTER THREE: RESEARCH METHODS ................................................................57 INTERRUPTING THE SILENCE x Methods..................................................................................................................58   Participants .................................................................................................58   Facilitators ..................................................................................................61   Diversity and Design of Seminar ...............................................................63   Incorporation of Critical Communication Pedagogy .................................66   Learning Competencies .............................................................................67   Seminar Activities, Learning Outcomes and Evaluation .......................................69   Learning Outcome One: Knowledge about White Systems of Domination ................................................................................................70   Learning Outcome Two: Knowledge of Systemic Racism as More than Individual’s Racist Acts .............................................................................72   Learning Outcome Three: Intersectionality, Privilege and White Privilege .....................................................................................................74   Learning Outcome Four: Recognizing the Pervasiveness of White Privilege .....................................................................................................80   Learning Outcome Five: Differential Consequences of White Privilege .....................................................................................................82   Learning Outcome Six: Confronting White Privilege in Social Interaction ..................................................................................................84   Learning Outcome Seven: Plan of Action .................................................89

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were considered to be of an inferior race than Anglo-Americans. that is not White Anglo-Saxon Protestant, or whether white ethnic groups like Irish and Israeli, Jewish, Portuguese, Mexican, Hispanic, Spanish, American.
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i Angela Lynn Putman Communication and Journalism This dissertation is approved, and it is PDF

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i Angela Lynn Putman Candidate Communication and Journalism Department This dissertation is approved, and it is acceptable in quality and form for publication: Approved by the Dissertation Committee: Dr. Mary Jane Collier, Chairperson Dr. Ilia Rodriguez Dr. Myra Washington Dr. Ricky Lee Allen Running Head: INTERRUPTING THE SILENCE ii INTERRUPTING THE SILENCE: A CRITICAL DISCOURSE ANALYSIS OF A PILOT SEMINAR ON RACISM, INTERSECTIONALITY, AND WHITE PRIVILEGE by ANGELA LYNN PUTMAN B.A., Organizational Communication, Western Michigan University, 1998 M.A., Organizational Communication, Western Michigan University, 2002 DISSERTATION Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Communication The University of New Mexico Albuquerque, New Mexico May 2014 INTERRUPTING THE SILENCE iii © 2014, Angela Putman INTERRUPTING THE SILENCE iv DEDICATION This dissertation is dedicated to my incredible sister, Meredith (Merry) Higgins. I know that you are smiling down on me and beaming with pride. I miss you more than words can say. INTERRUPTING THE SILENCE v ACKNOWLEDGEMENTS This dissertation would not have been possible without the support, guidance, and encouragement from many people in my life. First, and foremost, I must acknowledge God for His unconditional love and guidance in my life. It is through Him that all things are possible (Phillippians, 4:13). I would also like to acknowledge my esteemed committee members who have supported and guided me throughout this entire process. Dr. Ilia Rodriguez—thank you for your kind words and for your willingness to sit with me in your office and talk through my ideas. Dr. Ricky Lee Allen—your Whiteness Studies class is the reason I felt confident in choosing white privilege as my dissertation topic. Thank you for the scholarly chats and the endless amount of resources to guide me along the way. Dr. Myra Washington—thank you for always being a reminder not to take myself so seriously. You talked me down off several ledges throughout this process and I am grateful for your friendship and support. Finally, my advisor, Dr. Mary Jane Collier— I am so happy that I chose you as “my person,” and that you chose me back. You have been more than an advisor to me. You challenge me, you encourage me, you support me, you act as an example for me of the kind of scholar I hope to be, and I thank you from the bottom of my heart. There are several other people who played a supporting role in getting me to this point, and I wish to thank each of them here. To my amazing editor, Doris Jackson (Mama J), thank you for helping me to appreciate the value of the comma. Your insight and wisdom were invaluable to me throughout this process. To my parents—Cynthia Nuttall and Patrick Putman—thank you for always pushing me to be the best person that I could be. You have helped to shape me into the woman I am today and I thank you for all INTERRUPTING THE SILENCE vi of your support and words of encouragement. Finally—to my partner in crime, the love of my life, the head cheerleader for Team Putman—Matthew Jackson: I share this success with you. Not only did you serve as my co-facilitator for this seminar, but you were behind the scenes the entire way through this journey—you were always ready and willing to encourage me, made sure that I was eating and sleeping, kept our household running so that I could focus on this goal, and believed in me when I was doubting myself. I love you with all of my heart and am forever grateful. INTERRUPTING THE SILENCE vii INTERRUPTING THE SILENCE: A CRITICAL DISCOURSE ANALYSIS OF A PILOT SEMINAR ON RACISM, INTERSECTIONALITY, AND WHITE PRIVILEGE By: Angela Lynn Putman B.A., Organizational Communication, Western Michigan University, 1998 M.A., Organizational Communication, Western Michigan University, 2002 Ph.D., Intercultural Communication, University of New Mexico, 2014 ABSTRACT This dissertation is based on the design and implementation of a pilot seminar for college undergraduates on the topics of racism, intersectionality, and white privilege. Utilizing Critical Communication Pedagogy as a theoretical and methodological approach, the author discusses the learning competencies, activities, and achieved learning outcomes related to the pilot seminar. Next, the author analyzes participants’ discourse that emerged through seminar surveys, recordings of seminar activities, and observations. The author then analyzes the first research question, related to participants’ negotiated constructions of racism, intersectionality, and white privilege and examines how these constructions did/did not reflect change throughout the seminar process. A number of ideological discourses emerged through participants’ discourse before, during, and after INTERRUPTING THE SILENCE viii the seminar and these discourses are also analyzed using a Critical Discourse Analysis approach. The author then discusses findings from the study that include participants’ subject positioning within the discourse, the implications of ideological discourses that perpetuate the pervasiveness of whiteness and white privilege, and how these discourses reinforce social practices that reify hierarchies, power relations, and status positionings. INTERRUPTING THE SILENCE ix TABLE OF CONTENTS CHAPTER ONE: INTRODUCTION ..................................................................................1   Whiteness and White Privilege ................................................................................5   Whiteness and Instructional Contexts ....................................................................11   Broad Goals and Approach ....................................................................................14   History and Context of U.S. Racial Politics ..........................................................16   Overview of Study .................................................................................................22   Benefits of the Study ..............................................................................................23   Preview of Dissertation ..........................................................................................24   CHAPTER TWO: POSITIONALITY, THEORETICAL BACKGROUND, AND RELEVANT CONCEPTS .................................................................................................26   Positionality ...........................................................................................................26   Theoretical Orientations .............................................................................28   Overview of Relevant Concepts ............................................................................32   Whiteness as Ideology ...............................................................................35 Racial Ideology ..............................................................................38 Color-Blind Ideology .....................................................................41 White Positioning and Privilege ............................................................................45   Critical Communication Pedagogy ........................................................................48   CHAPTER THREE: RESEARCH METHODS ................................................................57 INTERRUPTING THE SILENCE x Methods..................................................................................................................58   Participants .................................................................................................58   Facilitators ..................................................................................................61   Diversity and Design of Seminar ...............................................................63   Incorporation of Critical Communication Pedagogy .................................66   Learning Competencies .............................................................................67   Seminar Activities, Learning Outcomes and Evaluation .......................................69   Learning Outcome One: Knowledge about White Systems of Domination ................................................................................................70   Learning Outcome Two: Knowledge of Systemic Racism as More than Individual’s Racist Acts .............................................................................72   Learning Outcome Three: Intersectionality, Privilege and White Privilege .....................................................................................................74   Learning Outcome Four: Recognizing the Pervasiveness of White Privilege .....................................................................................................80   Learning Outcome Five: Differential Consequences of White Privilege .....................................................................................................82   Learning Outcome Six: Confronting White Privilege in Social Interaction ..................................................................................................84   Learning Outcome Seven: Plan of Action .................................................89

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were considered to be of an inferior race than Anglo-Americans. that is not White Anglo-Saxon Protestant, or whether white ethnic groups like Irish and Israeli, Jewish, Portuguese, Mexican, Hispanic, Spanish, American.
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