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The findings indicate that all six participants offered fragile responses that minimized the significance of white privilege. The minimization is interpreted through individualism, meritocracy, and innocence, showing how these frames reduce attention to systemic advantage. 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Hines III, Sam Houston State University  \nAbstract  \nThis study analyzes the prevalence of white fragility within the six white, pre-service principals’ online responses to readings about white privilege. Six white, pre-service principals were asked to provide commentary to class readings on the relevance of white privilege to their preparation for future positions as principals. The findings showed that all six preservice principals provided fragile responses, meaning that they minimized the significance of white privilege. The minimization is explained in accordance to individualism, meritocracy, and innocence.  \nKeywords: whiteness, privilege, principals, leadership, culture, proficiency  \nSchools continue to be filled with students from racially diverse backgrounds (Banks, 1999, 2008; Baron, 2007; Hernandez & Marshall, 2009; Howard, 2007; Young, Madsen, & Young, 2010) . However, the teaching force remains predominately white. As such, there is a cultural mismatch between a mostly all white teaching corps and non-white students. Research has suggested a key approach to bridging this gap is through culturally proficient school leadership. Nested within this approach are school leaders who can engage teachers in critical discussions on race, especially white privilege.  \nWhite privilege is a system of unearned advantages that are continually afforded only to white people (Kivel, 1996; Lee & Helfand, 2005; McCarthy, & Crichlow, 1993; McIntosh, 1988; McIntyre, 1997; Morrison, 1992) . In her classic text White women, r ace matters: The social construction of whiteness, Ruth Frankenberg (1993) explained that white people struggle with recognizing the privilege of being white. According to her, difficulties with recognizing white privilege are twofold. First, being white is a location of structural advantage and of race privilege. Second, white people and white values are usually unmarked and unnamed. In other words, the meaning of being white in American society is viewed as normal and neutral forms of racial existence.  \nMuch research has cited the advantages of increasing white teacher effectiveness with discussing race and race related concepts such as white privilege (Horsford, 2011; Lindsey, Robins,& Terrell, 2009; Rusch & Horsford, 2009; Singleton & Linton, 2005; Tatum, 2007) . Research has also indicated that these conversations are often derailed by white fragility (Diangelo, 2011, 2012) . White fragility is defined as defensive moves used by white people to avoid discussions about race, especially white privilege. The defensive moves range from minimization and denial of the significance of race to avoiding and explaining away race.  \nBecause of the need to understand race and privilege in schools, principals must be prepared to address this topic. A proactive approach is for principal preparation programs to prepare  \nprincipals who can discuss race. One way to achieve this goal with white, pre-service principals is through examining white fragility. Better stated, pre-service principal programs should examine the extent to which white, pre-service principals demonstrate white fragility during discussions on race, specifically white privilege. Thus, the purpose of this study is to investigate the prevalence of white fragility among white, pre-service principals’ approaches to discussing white privilege.  \nResearch Question  \nThe research question for this article is as follows: To what extent do white, pre-service principals’ responses to discussion board prompts demonstrate white fragility?  \nSignificance of Study  \nThe significance of this study is twofold. On the one hand, there continues to be a significant increase in the racial diversity of schools (Banks, 1998; 2008) . On the other hand, schools are still rooted in a system of whiteness that privileges white people. Hence the ter","cbCaimT5OUdDyP7j","https://ap.wps.com/l/cbCaimT5OUdDyP7j","pdf",521580,16,"English","# Abstract\n# Keywords\n# Background and Context\n## Diverse Student Enrollment and Predominantly White Teaching Forces\n## White Privilege as a System of Unearned Advantages\n## White Fragility and Defensive Moves\n# Study Purpose and Research Question\n## Purpose of the Study\n## Research Question\n# Significance of the Study\n# Conceptual Framework","[{\"question\":\"What does the study examine regarding white fragility?\",\"answer\":\"It investigates the prevalence of white fragility in how six white, pre-service principals respond to discussion prompts about white privilege.\"},{\"question\":\"How do the findings describe the principals’ responses?\",\"answer\":\"All six pre-service principals provided fragile responses that minimized the significance of white privilege, interpreted through ideas like individualism, meritocracy, and innocence.\"},{\"question\":\"Why is principal preparation important in relation to white privilege and white fragility?\",\"answer\":\"Because principals must be prepared to address race and privilege, the study argues that principal preparation programs should help pre-service leaders recognize how being white shapes their knowledge, skills, and dispositions.\"}]","The Embeddedness of White Fragility within White Pre-service Principals’ Reflections on White Privilege | PDF",1792089354]