White Privilege and Certified Child Life Specialists: An Exploration of Definitions and Feelings

Background: As the child life field lacks diversity, Certified Child Life Specialists must be aware of personal biases and privileged perspectives to improve their ability to address psychosocial concerns from a family-centered care approach. An essential component of this awareness is understanding White privilege. This study aimed to examine Certified Child Life Specialists’ understanding of White privilege and explore feelings that arise when talking about White privilege. Methods: Semi-structured, open-ended interviews were conducted with seven Certified Child Life Specialists based on a transformative worldview. Data were analyzed using Braun and Clarke’s reflexive thematic analysis approach. Results: The analysis revealed that participants’ definitions of White privilege often characterized it as an inherent designation linked to white skin color, with white individuals experiencing easier lives, being unaware of race, and remaining quiet. Certified Child Life Specialists further identified their own White privilege by certain themes, including discrimination, access to products and resources, code-switching, authority and leadership, power and voice, shared experiences, and choice. Furthermore, the feelings participants reported when talking about White privilege included discomfort, empowerment, happiness, and surprise. Conclusion: While Certified Child Life Specialists were able to define White privilege and articulate their feelings about it, they also acknowledged its existence and the need for taking action within the child life community to improve diversity, equity, and inclusion among students, professionals, and the children and families served.