Robert J Razzante
Biographic Data
| ID | 6609866 |
|---|---|
| NAME | Robert J Razzante |
| GIVEN NAMES | Robert J |
| FAMILY NAME | Razzante |
| SIGNATURE | RAZZANTE R J |
| AFFILIATIONS | Arizona State University |
| ORCID | 0000-0002-4704-8269 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 12 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
From college to career
As federal and state legislation actively dismantles diversity, equity, and inclusion (DEI) efforts in higher education, communication educators face growing pressure to understand how students make meaning of DEI across different social contexts and throughout their lifetimes. In this longitudinal study, I examine how students’ perceptions toward DEI evolve as they transition from the habitus of college into the habitus of the workforce. Grounde…
A double helix of critical inquiry
In this essay, we propose a double helix of critical inquiry; one that binds both critical theory and appreciative inquiry through critical pragmatism. We first situate the double helix within the paradigmatic, theoretical, and praxeological commitments of the critical paradigm followed by anchoring dialogue as a methodology that activates the double helix through pragmatism. We then introduce three specific methods of dialogue that bring to life…
Inner monologues of a newbie CCPer
Our identities as critical educators are at odds with the hierarchy performatively enforcing the banking model of education. We understand the classroom as a political site where we labor to envision and perform anti-oppression communication. This pedagogical labor reflexively and necessarily unravels students at the edge of their/our intersectional privileges and disadvantages. In this piece, we use performance to reflexively interrogate and dev…
Responding to the need for online collective intelligence facilitation
A group dynamics framework for 21st century collective intelligence facilitators
Challenging sustainability in school-based intervention in Nicaragua
Purpose The current study identifies successes and limitations of sustaining Dale se Real (DsR) as a school-based educational intervention program related to drugs and violence for 7th and 8th grade students in Nicaragua, Central America. As evidence-based interventions are transported and imported across national borders, issues surrounding their adaptation and sustainability become important targets for investigation. Design/methodology/approac…
Can we create the ‘being’ of leadership? A mixed-methods study of two leadership pedagogies at a southwestern, U.S. university
The leadership crisis globally, and in the U.S. specifically, draws concern for educators, leadership professionals, and organizations at large. This study evaluates two ways of teaching leadership courses in higher education: a conventional approach where students learn epistemological knowledge and apply such knowledge to case studies, and an ontological, phenomenological, phronetic, transformative (OPPT-in) approach that asks students to pract…
Challenging the Hegemonic Police Within
Those who benefit from privilege often fail to understand the inner workings of their privilege. If they do, they can respond in various ways: abuse their privilege, continue to ignore it, become more self-reflexive with their actions, and more. This essay engages my (in)ability to use a standpoint of privilege in challenging everyday acts of oppression. I offer a dominant group methodology that uses dominant group theory as a heuristic to practi…
Embracing Intersectionality in Co-Cultural and Dominant Group Theorizing
It can be difficult to identify consequential social identities when both conversation participants feel culturally disadvantaged. This phenomenon is especially present in intercultural interactions that are power-laden, but are also present when there are multiple perceptions of social disadvantage at play within a given interaction. Depending on the saliency of a cultural marker such as race or sex, for example, an African American man may feel…
Intersectional agencies
Administrators of color in predominantly White institutions (PWI) navigate from dual positions of privilege and marginalization. Within PWIs, administrators of color experience marginalization in terms of their racial/ethnic makeup. Specifically focusing on the administrative level, 95.8% of executive provosts and 86.2% of deans of academic colleges are White. At the faculty level, nearly 10% of full professors are people of color. However, even …
Two Sides of the Same Coin
Through this theoretical essay, we conceptualize what constitutes dominant group theory. We review existing literature on two essential aspects of dominant group theory: (1) power, privilege, and communication, and (2) co-cultural theory. Drawing from data from two recent studies, we then use the conceptual framework of co-cultural theory to generate an extension that explores the communicative strategies of majority group members. More particula…
Two Sides of the Same Coin
Through this theoretical essay, we conceptualize what constitutes dominant group theory. We review existing literature on two essential aspects of dominant group theory: (1) power, privilege, and communication, and (2) co-cultural theory. Drawing from data from two recent studies, we then use the conceptual framework of co-cultural theory to generate an extension that explores the communicative strategies of majority group members. More particula…
Embracing Intersectionality in Co-Cultural and Dominant Group Theorizing
It can be difficult to identify consequential social identities when both conversation participants feel culturally disadvantaged. This phenomenon is especially present in intercultural interactions that are power-laden, but are also present when there are multiple perceptions of social disadvantage at play within a given interaction. Depending on the saliency of a cultural marker such as race or sex, for example, an African American man may feel…
Intersectional agencies
Administrators of color in predominantly White institutions (PWI) navigate from dual positions of privilege and marginalization. Within PWIs, administrators of color experience marginalization in terms of their racial/ethnic makeup. Specifically focusing on the administrative level, 95.8% of executive provosts and 86.2% of deans of academic colleges are White. At the faculty level, nearly 10% of full professors are people of color. However, even …
Intersectional agencies
Administrators of color in predominantly White institutions (PWI) navigate from dual positions of privilege and marginalization. Within PWIs, administrators of color experience marginalization in terms of their racial/ethnic makeup. Specifically focusing on the administrative level, 95.8% of executive provosts and 86.2% of deans of academic colleges are White. At the faculty level, nearly 10% of full professors are people of color. However, even …
Two Sides of the Same Coin
Through this theoretical essay, we conceptualize what constitutes dominant group theory. We review existing literature on two essential aspects of dominant group theory: (1) power, privilege, and communication, and (2) co-cultural theory. Drawing from data from two recent studies, we then use the conceptual framework of co-cultural theory to generate an extension that explores the communicative strategies of majority group members. More particula…
A group dynamics framework for 21st century collective intelligence facilitators
Challenging sustainability in school-based intervention in Nicaragua
Purpose The current study identifies successes and limitations of sustaining Dale se Real (DsR) as a school-based educational intervention program related to drugs and violence for 7th and 8th grade students in Nicaragua, Central America. As evidence-based interventions are transported and imported across national borders, issues surrounding their adaptation and sustainability become important targets for investigation. Design/methodology/approac…
Can we create the ‘being’ of leadership? A mixed-methods study of two leadership pedagogies at a southwestern, U.S. university
The leadership crisis globally, and in the U.S. specifically, draws concern for educators, leadership professionals, and organizations at large. This study evaluates two ways of teaching leadership courses in higher education: a conventional approach where students learn epistemological knowledge and apply such knowledge to case studies, and an ontological, phenomenological, phronetic, transformative (OPPT-in) approach that asks students to pract…
Challenging the Hegemonic Police Within
Those who benefit from privilege often fail to understand the inner workings of their privilege. If they do, they can respond in various ways: abuse their privilege, continue to ignore it, become more self-reflexive with their actions, and more. This essay engages my (in)ability to use a standpoint of privilege in challenging everyday acts of oppression. I offer a dominant group methodology that uses dominant group theory as a heuristic to practi…
Embracing Intersectionality in Co-Cultural and Dominant Group Theorizing
It can be difficult to identify consequential social identities when both conversation participants feel culturally disadvantaged. This phenomenon is especially present in intercultural interactions that are power-laden, but are also present when there are multiple perceptions of social disadvantage at play within a given interaction. Depending on the saliency of a cultural marker such as race or sex, for example, an African American man may feel…
Responding to the need for online collective intelligence facilitation
Inner monologues of a newbie CCPer
Our identities as critical educators are at odds with the hierarchy performatively enforcing the banking model of education. We understand the classroom as a political site where we labor to envision and perform anti-oppression communication. This pedagogical labor reflexively and necessarily unravels students at the edge of their/our intersectional privileges and disadvantages. In this piece, we use performance to reflexively interrogate and dev…
A double helix of critical inquiry
In this essay, we propose a double helix of critical inquiry; one that binds both critical theory and appreciative inquiry through critical pragmatism. We first situate the double helix within the paradigmatic, theoretical, and praxeological commitments of the critical paradigm followed by anchoring dialogue as a methodology that activates the double helix through pragmatism. We then introduce three specific methods of dialogue that bring to life…
From college to career
As federal and state legislation actively dismantles diversity, equity, and inclusion (DEI) efforts in higher education, communication educators face growing pressure to understand how students make meaning of DEI across different social contexts and throughout their lifetimes. In this longitudinal study, I examine how students’ perceptions toward DEI evolve as they transition from the habitus of college into the habitus of the workforce. Grounde…
Sociology (10 works) · Psychology (7 works) · Political science (5 works) · Epistemology (4 works) · Anthropology (3 works) · Computer Science (3 works) · Critical Race Theory in Education (3 works) · Gender Studies (3 works) · Gender Studies (3 works) · Law (3 works)