Little is known about the experiences of White faculty in higher education as racial justice allies. Most literature describing faculty involvement in diversity issues tends to be proscriptive in nature with little examination of the developmental experiences of the faculty member (Brown, Davis, & McClendon, 1999; Gibbons, 1993; Jenkins, 1990). Knowledge in this area is further limited by the fact that much of the existing scholarship has focused solely on the role of racial minority faculty members, with no overt examination of the role that White faculty can play in diversity efforts. Kobrak (1992) has also emphasized the significant role that socially concerned White faculty may play on our campuses, describing these faculty as the "missing link" in institutional efforts for diversity. However, little is known about the experiences of White faculty allies. While a growing body of literature has begun to examine White involvement in social justice activism, there is very little work based in activists' experiences (Eichstedt, 2001). This study is intended to address this void by asking the following research question: • What are the experiences of White faculty at a predominantly White institution (PWI) who participate in the campus community as racial justice allies? This broad question is investigated through the supporting questions outlined below: • How do these White faculty come to be / identify as allies? • How do the positions of White faculty as allies affect their scholarly work of teaching, research and service? • How is their ally work influenced by the context of the predominantly White institution? The findings from this study suggest that ally mentors and models and an understanding of race and racism are important influences in the development of racial justice allies among White faculty. Furthermore, they illuminate a variety of strategies through which these faculty integrate their ally identities and their professional responsibilities of teaching, research, and service. Finally, these allies suggest that the context of the predominantly White institution plays a significant role in their perception of the institution and the need to continue the work of racial justice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]