{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,31]],"date-time":"2026-08-31T11:18:15Z","timestamp":1788175095838,"version":"build-2803163510"},"reference-count":110,"publisher":"Wiley","issue":"3","license":[{"start":{"date-parts":[[2026,7,16]],"date-time":"2026-07-16T00:00:00Z","timestamp":1784160000000},"content-version":"vor","delay-in-days":15,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"},{"start":{"date-parts":[[2026,7,1]],"date-time":"2026-07-01T00:00:00Z","timestamp":1782864000000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Nursing Inquiry"],"published-print":{"date-parts":[[2026,7]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:p>\n                    This paper examines the discursive, emotional, and institutional dynamics embedded in the racially defensive statement, \u201c\n                    <jats:italic>But I love the Colored<\/jats:italic>\n                    ,\u201d voiced by a white nurse leader in academia. The phrase \u201cthe Colored,\u201d a US\u2010specific designation rooted in Jim Crow\u2013era segregation, is deliberately retained to surface how segregationist vocabulary can be effectively reactivated in contemporary academic settings. While seemingly well\u2010intentioned, such language reveals the enduring mechanisms of whiteness in nursing academia, including benevolent racism, white emotionality, and the rhetorical deflection of accountability. Through historical, theoretical, and linguistic analyses, this paper argues that these racial speech acts function as institutional behaviors that retraumatize racialized faculty and students, cause increased workload and fatigue, silence dissent, and reproduce racial hierarchies under the guise of care. This discursive analysis, which draws on critical whiteness studies, calls for faculty to engage in racial literacy training, self\u2010inquiry, emotional self\u2010regulation, and racial accountability. Rather than relying on performative policies, the paper urges antiracist transformation rooted in critical reflective practice, courageous dialogue, and structural change. While the specific linguistic signifiers analyzed here are particular to the United States, the broader phenomena may manifest in distinct forms across other national contexts. Ultimately, this analysis reveals that equity must address white emotional defensiveness within nursing education and the racial harm it produces as the future of the discipline depends not on white comfort, but on institutional transformation.\n                  <\/jats:p>","DOI":"10.1111\/nin.70139","type":"journal-article","created":{"date-parts":[[2026,7,16]],"date-time":"2026-07-16T18:33:20Z","timestamp":1784226800000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["\u201cBut I Love the Colored\u201d: Unpacking White Emotional Defensiveness and Racial Harm in Nursing Academia"],"prefix":"10.1111","volume":"33","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-2353-0410","authenticated-orcid":false,"given":"Kechi","family":"Iheduru\u2010Anderson","sequence":"first","affiliation":[{"name":"School of Rehabilitation and Medical Sciences, The Herbert H. and Grace A. Dow College of Health Professions Central Michigan University Mount Pleasant Michigan USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0009-0009-5888-5669","authenticated-orcid":false,"given":"Kaija","family":"Freborg","sequence":"additional","affiliation":[{"name":"School of Nursing &amp; Health Sciences, College of Science, Technology, &amp; Business Sonoma State University Rohnert Park California USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0009-0005-5126-2793","authenticated-orcid":false,"given":"LaTonia Clark","family":"Chalmers","sequence":"additional","affiliation":[{"name":"School of Nursing University of North Carolina at Chapel Hill Chapel Hill North Carolina USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2026,7,16]]},"reference":[{"key":"e_1_2_16_2_1","doi-asserted-by":"publisher","DOI":"10.1215\/9780822395324"},{"key":"e_1_2_16_3_1","doi-asserted-by":"publisher","DOI":"10.1017\/9781009064668"},{"key":"e_1_2_16_4_1","volume-title":"Publication Manual of the Psychological Association","author":"American Psychological Association","year":"2020"},{"key":"e_1_2_16_5_1","volume-title":"Inclusive Language Guide","author":"American Psychological Association","year":"2023"},{"key":"e_1_2_16_6_1","doi-asserted-by":"publisher","DOI":"10.1080\/13613324.2016.1248837"},{"key":"e_1_2_16_7_1","first-page":"135","volume-title":"The Art of Effective Facilitation: Reflections From Social Justice Educators","author":"Arao B.","year":"2013"},{"key":"e_1_2_16_8_1","doi-asserted-by":"publisher","DOI":"10.1080\/23793406.2020.1812109"},{"key":"e_1_2_16_9_1","doi-asserted-by":"publisher","DOI":"10.1080\/01419870.2023.2206470"},{"key":"e_1_2_16_10_1","doi-asserted-by":"publisher","DOI":"10.5149\/northcarolina\/9781469620930.001.0001"},{"key":"e_1_2_16_11_1","doi-asserted-by":"publisher","DOI":"10.1177\/0003122418816958"},{"key":"e_1_2_16_12_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.profnurs.2021.02.009"},{"key":"e_1_2_16_13_1","doi-asserted-by":"publisher","DOI":"10.1093\/acrefore\/9780190264093.013.1570"},{"key":"e_1_2_16_14_1","volume-title":"Becoming a Critically Reflective Teacher","author":"Brookfield S. 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