College Student Affairs Journal

This study examined the role of college experiences in generating dissonance among cisgender White women enrolled in master’s degree programs in higher education and student affairs (HESA). Using the methodology of grounded theory for social justice (Charmaz, 2005), data analysis revealed that seven of 11 participants experienced racial dissonance in college. Of the college experiences that generated racial dissonance, six occurred in co-curricular contexts, while four were primarily in academic settings. Findings affirm the importance of facilitating racial dissonance among White college students as a way to advance intercultural maturity and other college outcomes essential for sustaining diverse democracies. Implications and recommendations are offered for student affairs practice and research.