{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/127361"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/127361","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Exploring the ally relationship between Black American students and White student affairs professionals at a small, private, liberal arts predominantly White institution","abstract":"This study was inspired by the researcher’s own allyship journey and was designed to explore the racial ally relationship between Black American college students and White student affairs professionals. The allyship literature highlights key characteristics of successful allies, which includes an education on race issues, an awareness of one’s own White privilege, the willingness to lift non-dominant voices, and consistent action. Edwards (2006) created an Aspiring Ally Identity Development (AAID) framework to help student affairs professionals in higher education examine their own motivations for allyship and ally behaviors in order to be successful allies in the eyes of the non-dominant group. This framework was used to design the research questions and interview questions, as well as interpret the interview data. Interviews were conducted with six Black American students and three White student affairs professionals at the same site, a small, private liberal arts predominantly White institution in the rural Midwest. Student participants shared that they expect student affairs allies to be educated, listen, show compassion, and take action. Student affairs staff members believe they are allies if they show up for their students, and if their students are willing to come to them for help. While both participant populations shared a positive outlook on their relationship with each other, they both also highlighted issues with Academic Affairs at the site campus, citing microaggressions in the classrooms and a perceived inability to report faculty.","abstract_html":"This study was inspired by the researcher’s own allyship journey and was designed to explore the racial ally relationship between Black American college students and White student affairs professionals. The allyship literature highlights key characteristics of successful allies, which includes an education on race issues, an awareness of one’s own White privilege, the willingness to lift non-dominant voices, and consistent action. Edwards (2006) created an Aspiring Ally Identity Development (AAID) framework to help student affairs professionals in higher education examine their own motivations for allyship and ally behaviors in order to be successful allies in the eyes of the non-dominant group. This framework was used to design the research questions and interview questions, as well as interpret the interview data. Interviews were conducted with six Black American students and three White student affairs professionals at the same site, a small, private liberal arts predominantly White institution in the rural Midwest. Student participants shared that they expect student affairs allies to be educated, listen, show compassion, and take action. Student affairs staff members believe they are allies if they show up for their students, and if their students are willing to come to them for help. While both participant populations shared a positive outlook on their relationship with each other, they both also highlighted issues with Academic Affairs at the site campus, citing microaggressions in the classrooms and a perceived inability to report faculty.","abstract_has_math":false,"creators":["Sironen, Jacqueline E."],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Lee, Sharon","Baber, Lorenzo","Pak, Yoon","Moton, Theopolies"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-11-27","date_published":"2024-11-27","updated_at":"2026-07-22T22:25:03Z","subjects":["Ally","Allyship","Racial Ally","Higher Education","Student Affairs","Black American College Students","Predominantly White Institution"],"languages":["eng","en"],"rights":["Copyright 2024 Jacqueline Sironen"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/127361","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Lee, Sharon","Baber, Lorenzo","Pak, Yoon","Moton, Theopolies"]},{"key":"dc:creator","label":"Author","values":["Sironen, Jacqueline E."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2024-11-27","2024-12"]},{"key":"dc:type","label":"Dc Type","values":["Thesis","text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Ally","Allyship","Racial Ally","Higher Education","Student Affairs","Black American College Students","Predominantly White Institution"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng","en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2024 Jacqueline Sironen"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/127361"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This study was inspired by the researcher’s own allyship journey and was designed to explore the racial ally relationship between Black American college students and White student affairs professionals. The allyship literature highlights key characteristics of successful allies, which includes an education on race issues, an awareness of one’s own White privilege, the willingness to lift non-dominant voices, and consistent action. Edwards (2006) created an Aspiring Ally Identity Development (AAID) framework to help student affairs professionals in higher education examine their own motivations for allyship and ally behaviors in order to be successful allies in the eyes of the non-dominant group. This framework was used to design the research questions and interview questions, as well as interpret the interview data. Interviews were conducted with six Black American students and three White student affairs professionals at the same site, a small, private liberal arts predominantly White institution in the rural Midwest. Student participants shared that they expect student affairs allies to be educated, listen, show compassion, and take action. Student affairs staff members believe they are allies if they show up for their students, and if their students are willing to come to them for help. While both participant populations shared a positive outlook on their relationship with each other, they both also highlighted issues with Academic Affairs at the site campus, citing microaggressions in the classrooms and a perceived inability to report faculty.","Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2026-12-01","The student, Jacqueline Sironen, accepted the attached license on 2024-11-22 at 11:29.","The student, Jacqueline Sironen, submitted this Dissertation for approval on 2024-11-22 at 12:38.","This Dissertation was approved for publication on 2024-11-27 at 10:30.","DSpace SAF Submission Ingestion Package generated from Vireo submission #21372 on 2025-03-28 at 14:43:22"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Exploring the ally relationship between Black American students and White student affairs professionals at a small, private, liberal arts predominantly White institution"]}]}],"canonical_facts":{"dc:contributor":["Lee, Sharon","Baber, Lorenzo","Pak, Yoon","Moton, Theopolies"],"dc:creator":["Sironen, Jacqueline E."],"dc:date":["2024-11-27","2024-12"],"dc:description":["This study was inspired by the researcher’s own allyship journey and was designed to explore the racial ally relationship between Black American college students and White student affairs professionals. The allyship literature highlights key characteristics of successful allies, which includes an education on race issues, an awareness of one’s own White privilege, the willingness to lift non-dominant voices, and consistent action. Edwards (2006) created an Aspiring Ally Identity Development (AAID) framework to help student affairs professionals in higher education examine their own motivations for allyship and ally behaviors in order to be successful allies in the eyes of the non-dominant group. This framework was used to design the research questions and interview questions, as well as interpret the interview data. Interviews were conducted with six Black American students and three White student affairs professionals at the same site, a small, private liberal arts predominantly White institution in the rural Midwest. Student participants shared that they expect student affairs allies to be educated, listen, show compassion, and take action. Student affairs staff members believe they are allies if they show up for their students, and if their students are willing to come to them for help. While both participant populations shared a positive outlook on their relationship with each other, they both also highlighted issues with Academic Affairs at the site campus, citing microaggressions in the classrooms and a perceived inability to report faculty.","Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2026-12-01","The student, Jacqueline Sironen, accepted the attached license on 2024-11-22 at 11:29.","The student, Jacqueline Sironen, submitted this Dissertation for approval on 2024-11-22 at 12:38.","This Dissertation was approved for publication on 2024-11-27 at 10:30.","DSpace SAF Submission Ingestion Package generated from Vireo submission #21372 on 2025-03-28 at 14:43:22"],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/127361"],"dc:language":["eng","en"],"dc:rights":["Copyright 2024 Jacqueline Sironen"],"dc:subject":["Ally","Allyship","Racial Ally","Higher Education","Student Affairs","Black American College Students","Predominantly White Institution"],"dc:title":["Exploring the ally relationship between Black American students and White student affairs professionals at a small, private, liberal arts predominantly White institution"],"dc:type":["Thesis","text"],"thesis:degree_discipline":["Educ Policy, Orgzn & Leadrshp"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:03Z"}