Teaching About Racism

Thurber, A., Harbin, M.B., & Bandy, J. (2019). “Teaching Race: Pedagogy and Practice”. Vanderbilt University Center for Teaching. This article offers five important principles to consider about race and racism in course design. They are: (1) encouraging reflexivity; (2) preparing for and welcoming difficulty; (3) meeting students where they are; (4) engaging affective and embodied dimensions of learning; and (4) building a learning community.
Yosso, T.J. (2005). “Whose culture has capital? A critical race theory of cultural wealth.” Race Ethnicity and Education, 8(1): 69-91. This article turns away from a deficits-focused view of Communities of Color as sites of disadvantage, and instead highlights various facets of “cultural wealth” that often go unrecognized in socially marginalized groups.
Yeager, D.S., Purdie-Vaughns, V., Garcia, J., Apfel, N., Brzustoski, P., Master, A., Hessert, W.T., & Williams, M.E. (2014). “Breaking the cycle of mistrust: Wise interventions to provide critical feedback across the racial divide.” Journal of Experimental Psychology, 143(2): 804-824. In this article, the authors discuss how critical feedback can be provided to minority students while maintaining trust in educational settings and encouraging improved performance.
Smith, R.A. (2002). “Race, gender, and authority in the workplace: theory and research.” Annual Review ofSociology, 28: 509-52. The article focuses on how race and gender can affect decisions regarding positions of authority in the workplace, and the subsequent impact on earnings.
Pittman, C. (2010). “Race and gender oppression in the classroom: The experiences of women faculty of color with white male students.”Teaching Sociology, 36(3): 183-196. This research investigates the classroom experiences of women faculty of color in a predominantly white academic institution.
Martinez-Cola, M., English, R., Min, J., Peraza, J., Tambah, J., & Yebuah, C. (2018). “When pedagogy is painful: Teaching in tumultuous times.”Teaching Sociology, 46(2): 97-111. This article discusses the impact of racial tensions in the United States and on campus on engagement in the classroom.
Hurtado, S., & Sork, V. L. (2015, December). “Enhancing student success and building inclusive classrooms at UCLA: Report to the Executive Vice Chancellor and Provost.” This self-study report was commissioned by academic leadership at UCLA to provide recommendations toward building inclusive classrooms.
Goshal, R.A., Lippard, C., Robas, V., & Muir, K. (2012). “Beyond bigotry: Teaching about unconscious prejudice.”Teaching Sociology, 41(2): 130-143. Even among those who consciously try to avoid prejudice regarding race, gender, and class, unconscious bias is prevalent. The authors of this article propose informing students about implicit racial bias using online Implicit Association Tests.
Akamine Phillips, Jennifer; Risdon, Nate; Lamsma, Matthew; Hambrick, Angelica; and Jun, Alexander (2019) "Barriers and Strategies by White Faculty Who Incorporate Anti-Racist Pedagogy," Race and Pedagogy Journal: Teaching and Learning for Justice: Vol. 3 : No. 2. This article discusses the perceived personal and professional barriers faced by White faculty when engaging in anti-racist educational practices in their classrooms.
Ash, A. N.; Hill, R.; Risdon, S. and Jun, A. (2020) "Anti-Racism in Higher Education: A Model for Change,"Race and Pedagogy Journal: Teaching and Learning for Justice: Vol. 4 : No. 3. In this article, the authors propose a model for change in higher education that would both inform the White community about systemic inequities while distributing power across racial lines.
Blackwell, D.M. (2010) "Sidelines and Separate Spaces: Making Education Anti-Racist for Students of Color. Race, Ethnicity and Education," 13 (4) pp. 473–494. In this article, the author discusses her experiences as a black woman graduate student in confronting the lack of consideration given to efforts that would create anti-racist educational environments for students of color.
Blakeney, A. M. (2005) "Antiracist Pedagogy: Definition, Theory, and Professional Development. "Journal of Curriculum and Pedagogy, 2 (1) pp. 119–132. This article describes the need for not only Anti-racist pedagogy, but also for necessary relevant professional development strategies.
Cole, C.E. (2017) "Culturally Sustaining Pedagogy in Higher Education: Teaching so that Black Lives Matter."Equality, Diversity and Inclusion: An International Journal, 36 (8) pp. 736–750. This paper demonstrates how the principles of Black Lives Matter can be used to develop a culturally sustaining pedagogy in higher education settings.
Giroux, Henry A. (2003). "Spectacles of Race and Pedagogies of Denial: Anti-Black Racist Pedagogy under the Reign of Neoliberalism." Communication Education, 52, (191-4), p.191-211. In this article, the author examines how a new neoliberal brand of racism evades notions of race, racial justice, equity and democracy.
Haynes, C. (2017). "Dismantling the White supremacy embedded in our classrooms: White faculty in pursuit of more equitable educational outcomes." International Journal ofTeaching and Learning in Higher Education, 29(1), 87-107. In this article, the author discusses the relationship between racial consciousness and the classroom behaviors of White faculty.
Haynes, C., & Patton, L. D. (2019). From Racial Resistance to Racial Consciousness: Engaging White STEM Faculty in Pedagogical Transformation.Journal of Cases in Educational Leadership, 22(2), 85–98. The authors discuss the importance of awareness of racial justice in teaching and course content in the classrooms of White STEM faculty.
Jenkins, C. (2016). "Addressing white privilege in higher education." Academic ExchangeQuarterly, 20(4), 121-126. This literature review both surveys the relationship between white privilege and higher education, and theorizes how educators may resist it.
Jenkins, C. M. (2018). "Educators, question your level of cultural responsiveness." Journal on Empowering Teaching Excellence, 2(2), 15-23. This article provides a guide for faculty in questioning their practice of culturally responsive teaching strategies.
Jenkins, C., & Alfred, M. (2018). "Understanding the motivation and transformation of White culturally responsive professors." Journal of Adult and Continuing Education, 24(1), 81-99. This article analyzes the factors that motivated White faculty to adopt culturally responsive teaching strategies.
Kandaswamy, P. (2007). "Beyond colorblindness and multiculturalism: Rethinking anti-racist pedagogy in the university classroom."Radical Teacher, 80(80), 6-11. This essay reflects on the experience of designing and teaching a course on race, gender and the politics.