Deconstructing White Culture in Libraries
Lindsey Ubels
Summary

What We Can Do

After reviewing research on the pervasive whiteness of library spaces and staff, this work is meant
to summarize and acknowledge the impact of white culture on BIPOC library workers, explore
what libraries can do to support diversity in their spaces, and how leadership is vital to promoting
change in the library.

 Eliminating performative actions by library

organizations and supporting the creation
of diverse spaces that are actively taking
steps to decentralize white culture in
libraries.

Diversity in Libraries by the Numbers
 Organizations can support BIPOC
 In 2017, the ALA’s Member Demographic

Survey found that 86.7% of ALA members
identified as white.
 According to CARL (2015) less than 1%

of Canadian librarians are Indigenous
(Schmidt, 2019, 3).

individuals by providing them with
opportunities to connect with other BIPOC
staff through mentorships, conference
attendance, and “cross-institutional
collaboration” (Brown, Ferretti, Leung, &
Méndez-Brady, 174-175).
 Create diversity training requirements for

 According to the 8Rs Study, librarians of

colour account for 7% of the profession in
Canada (Kumaran, M., & Cai, H., 2015,
110).
 In a Statistics Canada survey, 19.1% of

Canadians identified as part of a racial
minority (Kumaran, M., & Cai, H., 110).
Impact
 In workplaces that have only one BIPOC staff member it can lead to feelings of tokenism, as

well as “isolation and insecurity” for the library worker (Hathcock and Sendaula, 2017, 251).
 BIPOC workers may be subject to microaggressions for not meeting elements of normalized

white culture in the workplace including expectations of appearance and behaviours (Brown,
Ferretti, Leung, & Méndez-Brady, 2018, 170).

all staff (Schmidt, 5)
 White colleagues can educate themselves

by listening and learning about the
experiences of BIPOC library workers,
acknowledging their own biases and
privilege, intervening when incidents of
racism occur in the workplace, and
providing support to their colleagues
through “micro-affirmations” (Hathcock
and Senaula, 253-254).
 Organizations and their leadership can

commit to learning and understanding
diversity issues in the library, including
revising diversity, recruitment, and
retention initiatives, as needs change.
 Continue current work to encourage

 Bias about who can hold a position of power in the library, including the assumption that BIPOC

staff do not hold leadership positions in the library (Espinal, Sutherland, & Roh 2018, 155).
 Because library leadership positions have been historically white, BIPOC workers who earn

these positions often have their authority and experience questioned (Hathcock, and Sendaula,
247-248). These notions can lead to less promotions or impact opportunities for BIPOC library
workers (Kumaran, and Cai, 117).
 BIPOC library workers face an increased risk of burn out because of stressful work

environments and the expectation they should do additional work like participating on diversity
initiatives or panels (Schmidt, 2019 ,4).
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BIPOC individuals to become library
workers. Scholars have addressed the
issue that BIPOC individuals are less
likely to see library work as a career
option because they do not see
themselves represented in these roles
(Hathcock, & Sendaula, 253). In their
research, Espinal, Sutherland, and Roh
suggested that libraries could incorporate
programs that pay existing BIPOC staff to
attend library school (157).

Leaders and Supervisors
 Communication is an important tool for

supervisors to use to connect with their
staff and build trust. Not only does it allow
them to communicate vital information to
staff, it shows them that supervisors value
their ideas and experiences (McNeil,
2017, 187). By establishing a good
relationship with your staff, it will
encourage them to communicate with you
if they have an issue or need additional
support.
 Good communication and a safe, inclusive

workplace will lead to trust between
supervisors and their staff. Supervisors
who connect with their staff and actively
listen to their ideas and needs, will be
better equipped to advocate for them
within the organization.
 Supervisors can support retention of

BIPOC staff by giving them opportunities
for training and promotion, offering access
to mentorships, creating an inclusive
environment, and ensuring that their work
and contributions are recognized.
 Supervisors should organize and support

staff training that addresses “unconscious
and structural bias” (McNeil, 200).
 Supervisors set the tone for the

workplace, so it is important that they lead
with intention and help cultivate an
inclusive environment that is built on trust,
respect, communication, and acceptance.
Conclusion

As library workers and supervisors, it is vital
for us to be aware of how whiteness impacts
our organizations so we can advocate and
change our workplace culture. By continuing
to do research and engaging with ongoing
conversations surrounding whiteness in
libraries, we can work towards dismantling
systems of oppression and increase our
abilities to provide equitable, diverse, and
inclusive workplaces. As library workers and
supervisors, we need to continue this
conversation, our learning, and the work that
libraries have begun to do to decentralize
white culture in our organizations.

References:
American Library Association Office for Research and Statistics (2017, November 11). 2017 ALA
demographic study. http://www.ala.org/tools/sites/ala.org.tools/files/
content/Draft%20of%20Member%20Demographics%20Survey%2001-11-2017.pdf
Brown, J., Ferretti, J. A., Leung, S., & Méndez-Brady, M. (2018). We here: Speaking our truth.
Library Trends, 67(1), 163–181. https://doi- org.proxy.ufv.ca:2443/10.1353/lib.2018.0031
Espinal, I., Sutherland, T., & Roh, C. (2018). A Holistic approach for inclusive librarianship:
Decentering whiteness in our profession. Library Trends, 67(1), 147–162. https://doiorg.proxy.ufv.ca:2443/10.1353/lib.2018.0030
Hathcock, A.M. and Sendaula, S. (2017). Mapping whiteness at the reference desk [Manuscript
submitted for publication]. In Schlesselman-Tarango, G. (Ed.), Topographies of whiteness:
Mapping whiteness in library and information science (pp. 247-256). Library Juice Press.
Retrieved from https://archive.nyu.edu/bitstream/2451/40072/
2/11%20HathcockSendaula_proof%20%281%29.pdf
Kumaran, M., & Cai, H. (2015). Identifying the visible minority librarians in Canada: A national
survey. Evidence Based Library & Information Practice, 10(2), 108–126. https://doiorg.proxy.ufv.ca:2443/10.18438/B8ZC88
McNeil, B. (2017). Fundamentals of Library Supervision. American Library Association.
Schmidt, Jane. 2019. White fragility and privilege in librarianship. Canadian Journal of Academic
Librarianship 4 (January), 1-7. https://doi.org/10.33137/cjal-rcbu.v4.32166.

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