Zak Foste

Zak Foste
  • Associate Professor

Contact Info

Office Phone:
785-864-9845
Department Phone:
785-864-0545
Joseph R. Pearson Hall, room#409
1122 W. Campus Rd.
Lawrence, KS 66045-3101

Biography —

Zak Foste is an associate professor of Higher Education Administration. He received his Ph.D. in Higher Education and Student Affairs from The Ohio State University. His research examines issues of diversity and equity in higher education, with particular attention to the ways in which whiteness structures college and university campuses. This work explores both white students' relationship to, and understanding of, race and whiteness as well as the consequences of whiteness in the lives of students of color at historically white colleges and universities. Zak's most recent research work explored race, whiteness, and campus housing across three universities. At KU Zak teaches course on college student development, college access and success, qualitative research, and race and social class in higher education.

Education —

Higher Education & Student Affairs, The Ohio State University, 2017
Higher Education & Student Affairs, Miami University, 2013
Sociology and Political Science, Western Illinois University, 2011

Selected Publications —

Foste, Z. H., & Irwin, L. (2020). Applying critical whiteness studies in college student development theory and research. [Journal Articles]. Journal of College Student Development , 61(4), 439–455. https://doi.org/10.1353/csd.2020.0050
Foste, Z. H., & Jones, S. R. (2020). Narrating whiteness: A qualitative exploration of how white college students construct and give meaning to their racial location. [Journal Articles]. Journal of College Student Development, 61(2), 171–188. https://doi.org/10.1353/csd.2020.0016
Foste, Z. H. (2020). Remaining vigilant: Reflexive considerations for white researchers studying whiteness. [Journal Articles]. Whiteness in Education . Accepted/In Press. https://doi.org/10.1080/23793406.2020.1738264
Foste, Z. H. (2020). The enlightenment narrative: White student leaders’ preoccupation with racial innocence. [Journal Articles]. The Journal of Diversity in Higher Education , 13(1), 33–43. http://dx.doi.org/10.1037/dhe0000113
Foste, Z. H., & Ng, J. (2020). “Didn’t mean to mean it that way:” The reduction of microaggressions to interpersonal errors of communication among university resident assistants. [Journal Articles]. Journal of Diversity in Higher Education . Accepted/In Press.
Edwards, K. E., Foste, Z. H., & Taylor, C. (2019). Building a campus coalition [Book Chapters]. In D. W. Tillipauh & B. L. McGowan (Eds.), Men and masculinities on campus: Theoretical foundations and promising practices. Stylus Publishing.
Foste, Z. H. (2019). Exploring the methodological possibilities of narrative inquiry in service-learning: Reflections from a recent investigation [Journal Articles]. Journal of Higher Education Outreach and Engagement, 22(4), 9–28.
Foste, Z. H. (2019). Reproducing whiteness: How white students justify the campus racial status quo [Journal Articles]. Journal of Student Affairs Research & Practice , 56(3), 241–253. https://doi.org/10.1080/19496591.2019.1576530
Foste, Z. H., & Davis, T. L. (2018). Am I Doing this Right?’: A Qualitative Exploration of how College Men Make Meaning of Gendered Expectations [Journal Articles]. Men and Masculinities, 21(5), 583–602. https://doi.org/10.1177/1097184Xl7696188
Foste, Z. H., & Jones, S. R. (2018). "Isn’t That for Sorority Girls?’: Narratives of College Men in Service-Learning [Journal Articles]. Journal of Student Affairs Research and Practice (JSARP), 55(1), 65–77. https://doi.org/10.1080/19496591.2017.1346514
Foste, Z. H. (2017). Engaging undergraduate men in service-learning: Exploring motivations to serve [Book Chapters]. In K. M. Soria & T. D. Mitchell (Eds.), Educating/or citizenship and social justice: Practices for community engagement at research universities. Palgrave-Macmillan.
Jones, S. R., & Foste, Z. H. (2017). Qualitative research on civic outcomes and service-learning [Book Chapters]. In J. A. Hatcher, R. G. Bringle, & T. Hahn (Eds.), Research on student civic outcomes in service learning: Conceptual frameworks and methods. Stylus Publishing.
Foste, Z. (accepted/in press). “Oh that’s the white dorm” : The racialization of campus housing and the policing of racial boundaries. [Journal Articles]. Journal of College Student Development .
Foste, Z. H., & Johnson , S. (accepted/in press). Diversity cupcakes and white institutional space: The emotional labor of resident assistants of color at historically white universities. [Journal Articles]. Journal of College Student Development .
Irwin, L., & Foste, Z. H. (accepted/in press). Service-learning and racial capitalism: On the commodification of people of color for white advancement<br><br> [Journal Articles]. Review of Higher Education.

Selected Presentations —

Foste, Z. H., Duran, A., & Hooten, Z. (11/30/2019). A critical discourse analysis of institutional diversity statements in higher education. Association for the Study of Higher Education (ASHE). Portland, OR
Foste, Z. H., & Irwin, L. (11/30/2019). Reimagining service-learning education: Critiquing diversity discourses through a critical whiteness lens. Association for the Study of Higher Education (ASHE). Portland, OR
Foste, Z. H., Tevis, T., Whitehead, M., Lange, A., Cabrera, N., Haynes Davison, C., ...Linley, J. (11/30/2019). Shifting the gaze: How differently situated scholars approach and experience the study of whiteness in higher education. Association for the Study of Higher Education (ASHE). Portland, OR
Foste, Z. H. (8/31/2019). Problematizing innocence: How well intentioned white people maintain the racial status quo on campus. Monmouth College Fall Faculty Conference
Foste, Z. H., Staples, A., Durako Fisher, L., Mayhew, M. J., & Rockenbach, A. N. (11/16/2018). Careful with your “we:” Worldview minority faculty members at sectarian institutions. Association for the Study of Higher Education (ASHE)
Foste, Z. H., & Tevis, T. (11/30/2018). From complacency to criticality: Envisioning anti-racist leadership among white higher education administrators. Association for the Study of Higher Education (ASHE)
Foste, Z. H., & Jones, S. R. (11/30/2018). Narrating whiteness: A qualitative exploration of how white college students construct and give meaning to racial identity. Association for the Study of Higher Education (ASHE)
Foste, Z. H. (10/10/2018). Problematizing innocence: How well-intentioned white people contribute to racial hostility on campus. 25th Annual Dealing with Difference Institute
Foste, Z. H. (10/16/2018). Problematizing white innocence: How well-intentioned students contribute to racial hostility on campus. ACPA Midwest Regional Conference. Kansas City, MO. http://mo.myacpa.org/conferences/mw18/keynote-speakers/
Foste, Z. H. (3/31/2018). Constructions of white racial identity among white undergraduates: Results from a recent investigation. American College Student Personnel Association (ACPA)
Foste, Z. H., & Davis, T. L. (3/31/2018). Engaging white students on pre-college environments in racial justice education. American College Personnel Association (ACPA)
Foste, Z. H. (3/31/2017). Beyond the limitations of white privilege pedagogy: Alternative approaches to engaging white students on race and racism. Presentation delivered at ACPA Annual Conference. Columbus, OH

Awards & Honors —

Tracy L. Davis Outstanding Emerging Research Award
ACPA Coalition for Men and Masculinities
2017
Porterfield-Dickins Graduate Student Research Award
Higher Education & Student Affairs
2016
2018 ACPA Marylu K. McEwen Dissertation of the Year

Grants & Other Funded Activity —

A Multi-Case Analysis of the Climate for Racial Diversity in Campus Residential Environments. ACPA Foundation. $2500.00. Submitted 7/1/2018. Foundation. Status: Funded
A multi-case analysis of the climate for racial diversity in campus
residence halls.. Association of College and University Housing Officers - International (ACHUO-I). $4500.00. Submitted 1/1/2019. Not-for-Profit (not Foundation). Status: Funded
New Faculty Research Grant. University of Kansas Center for Research Inc.. $8000.00. Submitted 2/18/2019. University (KU or KUMC). Status: Funded