Navigating Silence: White Student Leaders' Silence and Fear When Addressing Race - JCAPS Vol. 8 Issue 1

This general qualitative study examined how white undergraduate student leaders at three historically white institutions (HWIs) understood and navigated race, whiteness, and leadership. Using photo elicitation in semi-structured interviews and focus groups, data were collected from 18 participants (n = 18). Thematic analysis revealed a culture of racial silence, fear of missteps, and limited racial consciousness in leadership contexts. Participants described discomfort discussing race and often withdrew from cross-racial engagement. The findings suggest that whiteness operated invisibly, reinforcing ethnocentric norms and limiting students' readiness to lead across difference. The study recommends intentional leadership education that integrates critical reflection about race, raising racial awareness through dialogues, and empathy building through leadership opportunities in diverse teams.