“The South is My Country”: White Supremacy in Graduate Business Programs in Santa Catarina

Karina Francine Marcelino, Cíntia Cristina Silva de Araújo, Mário César Barreto Moraes and Jair Nascimento Santos

RAC - Revista de Administração Contemporânea (Journal of Contemporary Administration), 2026, vol. 30(2), issue Vol. 30 No. 2 (2026): Mar/Apr - 2026, e250077

Abstract: Objective: this study aims to identify and analyze the factors contributing to the perpetuation of white supremacy in graduate business programs in the state of Santa Catarina, Brazil. In this context, the underrepresentation of black individuals and the predominance of white individuals, accentuated by the historical identity of whiteness and the presence of regionalist movements in Santa Catarina, signal the presence of white supremacy that warrants investigation. Theoretical approach: the theoretical framework is grounded in critical race theory, addressing concepts such as white supremacy, whiteness, racism, and its various manifestations. In general, this study analyzed how the discourses present in graduate business programs are articulated and how they sustain white supremacy in these spaces. Method: this qualitative study collected data through semi-structured interviews with coordinators, faculty members, and students from graduate programs in Santa Catarina. Subsequently, the data were analyzed using the Gioia methodology. Results: the findings indicate three primary factors that contribute to the perpetuation of white supremacy in the graduate programs in Santa Catarina: (1) the normalization of white supremacy in society; (2) the institutional normalization of racism and epistemic injustice; and (3) obstacles and deficiencies in the implementation of Affirmative Action Policies. Conclusions: racial inequality emerges as a critical construct for understanding the dynamics of organizations and institutions. The study reveals that white supremacy is not merely a phenomenon restricted to radical groups; instead, it operates as a structural mechanism that determines who has access to the creation and appropriation of knowledge and which voices are recognized and legitimized within academic environments.

Date: 2026
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