Teaching about Race and Racism in the College Classroom by
Teaching about race and racism can be a difficult business. Students and instructors alike often struggle with strong emotions, and many people have robust preexisting beliefs about race. At the same time, this is a moment that demands a clear understanding of racism. It is important for students to learn how we got here and how racism is more than just individual acts of meanness. Students also need to understand that colorblindness is not an effective anti-racism strategy. In this book, Cyndi Kernahan argues that you can be honest and unflinching in your teaching about racism while also providing a compassionate learning environment that allows for mistakes and avoids shaming students. She provides evidence for how learning works with respect to race and racism along with practical teaching strategies rooted in that evidence to help instructors feel more confident. She also differentiates between how white students and students of color are likely to experience the classroom, helping instructors provide a more effective learning experience for all students.
Race, Equity, and the Learning Environment by
At a time of impending demographic shifts, faculty and administrators in higher education around the world are becoming aware of the need to address the systemic practices and barriers that contribute to inequitable educational outcomes of racially and ethnically diverse students. Focusing on the higher education learning environment, this volume illuminates the global relevance of critical and inclusive pedagogies (CIP), and demonstrates how their application can transform the teaching and learning process and promote more equitable educational outcomes among allstudents, but especially racially minoritized students. The examples in this book illustrate the importance of recognizing the detrimental impact of dominant ideologies, of evaluating who is being included in and excluded from the learning process, and paying attention to when teaching fails to consider students' varying social, psychological, physical and/or emotional needs. This edited volume brings CIP into the realm of comparative education by gathering scholars from across academic disciplines and countries to explore how these pedagogies not only promote deep learning among students, but also better equip instructors to attend to the needs of diverse students by prioritizing their intellectual and social development; creating identity affirming learning environments that foster high expectations; recognizing the value of the cultural and national differences that learners bring to the educational experience; and engaging the "whole" student in the teaching and learning process.
Courageous Conversations about Race: A Field Guide for Achieving Equity in Schools by
This updated edition of the highly acclaimed bestseller continues to explain the need for candid, courageous conversations about race so that educators may understand why student disengagement and achievement inequality persists and learn how they can develop a curriculum that promotes true educational equity and excellence. Almost a decade since its original publication, the revised book includes new features as well as preserves the core content that led to many schools' and districts' success.
Despite the Best Intentions: How Racial Inequality Thrives in Good Schools by
On the surface, Riverview High School looks like the post-racial ideal. Serving an enviably affluent, diverse, and liberal district, the school is well-funded, its teachers are well-trained, and many of its students are high achieving. Yet Riverview has not escaped the same unrelenting question that plagues schools throughout America: why is it that even when all of the circumstances seem right, black and Latino students continue to lag behind their peers? Through five years' worth of interviews and data-gathering at Riverview, John Diamond and Amanda Lewis have created a rich and disturbing portrait of the achievement gap that persists more than fifty years after the formal dismantling of segregation. As students progress from elementary school to middle school to high school, their level of academic achievement increasingly tracks along racial lines, with white and Asian students maintaining higher GPAs and standardized testing scores, taking more advanced classes, and attaining better college admission results than their black and Latino counterparts. Most research to date has focused on the role of poverty, family stability, and other external influences in explaining poor performance at school, especially in urban contexts. Diamond and Lewis instead situate their research in a suburban school, and look at what factors within the school itself could be causing the disparity. Most crucially, they challenge many common explanations of the 'racial achievement gap,' exploring what race actually means in this situation, and why it matters. An in-depth study with far-reaching consequences, Despite the Best Intentions revolutionizes our understanding of both the knotty problem of academic disparities and the larger question of the color line in American society.
Social Justice Issues and Racism in the College Classroom by
The focus of Social Justice Issues and Racism in the College Classroom is faculty and students of color at postsecondary institutions and the racial challenges they encounter in college classrooms. To achieve this aim, the book highlights the voices of various racial/ethnic groups of faculty and students, including international scholars. Additionally, the book will inform and bring attention to non-minority faculty and students of social justice issues related to race in the classroom and offer suggestions on how to be supportive of people of color. Several frameworks will be utilized in this book to assist readers in better understanding ideas, concepts, and practices. Specifically, a social justice framework, critical race theory, and White privilege are used to better explore the featured topics. Both quantitative and qualitative (e.g., auto-ethnographic, interviews, etc.) data are utilized throughout the book to give voice to the authors. Questions posed for this edited book are as follows: How do faculty members include social justice issues related to race/ethnicity in their curricula? How are issues associated with race or ethnicity discussed in the classroom by students, as well as minority and nonminority faculty? What are the experiences of students of color in the classroom working with faculty of different races and ethnicities? Overall the book provides information to assist students and faculty of color with survival skills in complex environments.
Charleston Syllabus by
On June 17, 2015, a white supremacist entered Emanuel AME Church in Charleston, SC and sat with some of its parishioners during a Wednesday night Bible study session. An hour later, he began expressing his hatred for African Americans, and soon after, he shot nine church members dead, the church's pastor and a South Carolina state senator, Rev. Clementa C. Pinckney, among them. The ensuing manhunt for the shooter and investigation of his motives revealed his beliefs in white supremacy and reopened debates about racial conflict, southern identity, systemic racism, civil rights, and the African American church as an institution. In the aftermath of the massacre, Professors Chad Williams, Kidada E. Williams, and Keisha N. Blain sought a way to put the murder--and the subsequent debates in the media--in the context of America's tumultuous history of race relations and racial violence on a global scale. They created the Charleston Syllabus, starting it as a hashtag on Twitter linking to scholarly works on the myriad of issues related to the murder. The syllabus's popularity exploded and is already being used as a key resource in discussions of the event. Charleston Syllabus is a reader--a collection of new essays and columns published in the wake of the massacre, along with selected excerpts from key existing scholarly books and general-interest articles. The collection draws from a variety of disciplines--history, sociology, urban studies, law, critical race theory--and includes discussion questions and a selected and annotated bibliography for further reading, drawing from such texts as the confederate constitution, South Carolina's secession declaration, songs, poetry, slave narratives, and literacy texts. As timely as it is necessary, the book will be a valuable resource for understanding the roots of American systemic racism, white privilege, the uses and abuses of the Confederate flag and its ideals, the black church as a foundation for civil rights activity and state violence against such activity, and critical whiteness studies.
The Diverted Dream: Community Colleges and the Promise of Educational Opportunity in America, 1900-1985 by
In the 20th century, Americans have increasingly looked to the schools--and, in particular, to the nation's colleges and universities--as guardians of the cherished national ideal of equality of opportunity. With the best jobs increasingly monopolized by those with higher education, theopportunity to attend college has become an integral part of the American dream of upward mobility. The two-year college--which now enrolls more than four million students in over 900 institutions--is a central expression of this dream, and its invention at the turn of the century constituted oneof the great innovations in the history of American education. By offering students of limited means the opportunity to start higher education at home and to later transfer to a four-year institution, the two-year school provided a major new pathway to a college diploma--and to the nation's growingprofessional and managerial classes.But in the past two decades, the community college has undergone a profound change, shifting its emphasis from liberal-arts transfer courses to terminal vocational programs. Drawing on developments nationwide as well as in the specific case of Massachusetts, Steven Brint and Jerome Karabel offera history of community colleges in America, explaining why this shift has occurred after years of student resistance and examining its implications for upward mobility. As the authors argue in this exhaustively researched and pioneering study, the junior college has always faced the contradictorytask of extending a college education to the hitherto excluded, while diverting the majority of them from the nation's four-year colleges and universities. Very early on, two-year college administrators perceived vocational training for "semi-professional" work as their and their students' mostsecure long-term niche in the educational hierarchy. With two thirds of all community college students enrolled in vocational programs, the authors contend that the dream of education as a route to upward mobility, as well as the ideal of equal educational opportunity for all, are seriouslythreatened.With the growing public debate about the state of American higher education and with more than half of all first-time degree-credit students now enrolled in community colleges, a full-scale, historically grounded examination of their place in American life is long overdue. This landmark studyprovides such an examination, and in so doing, casts critical light on what is distinctive not only about American education, but American society itself.
Ebony and Ivy: Race, Slavery and the Troubled History of America's Universities by
A 2006 report commissioned by Brown University revealed that institution's complex and contested history of involvement in slavery-setting off a controversy that soon leapt outside of the academic circuit and made headlines across the country. The relationship between slavery, the slave trade and American higher education isn't a part of America's triumphal narrative of racial healing-in Ebony and Ivy, Craig Steven Wilder, a rising star in American history, explosively lays bare some of the uncomfortable truths about slavery and the antebellum academy. Not just Brown, but most of America's revered colleges and universities--from Harvard to Amherst to William & Mary--were built on the backs of the enslaved. The slave economy determined the financial fates of many colleges, and the politics of the peculiar institution influenced curricula and intellectual culture in the young republic. Commercial slavery funded the growth of academic communities, literally built campuses, and filled the purses of matriculating scholars. Enslaved Americans waited on professors and students, and academic leaders aggressively courted the support of slaveowners and slave traders. Ebony and Ivy is a powerful and propulsive study, the first of its kind, revealing the racism and anti-abolitionist history of our the institutions usually considered the cradle of liberal politics. Wilder crafts an unflinching portrait of an education system that not only benefited from injustice, but helped to provide the intellectual justification for it.
Education for Empire: American Schools, Race, and the Paths of Good Citizenship by
“Education for Empire” brings together topics in American history often treated separately: schools, race, immigration, and empire building. During the Gilded Age and Progressive Era, American imperial ambitions abroad expanded as the country's public school system grew. How did this imperialism affect public education? School officials, teachers, and textbook authors used public education to place children, both native and foreign-born, on multiple uneven paths to citizenship. Using case studies from around the country, Clif Stratton deftly shows that public schooling and colonialism were intimately intertwined. This book reveals how students--from Asians in the U.S. West and Hawai'i to blacks in the South, Mexicans in the Southwest, and Puerto Ricans in the Caribbean and New York City--grappled with the expectations of citizenship imposed by nationalist professionals at the helm of curriculum and policy. Students of American history, American studies, and the history of education will find Education for Empire an eminently valuable book.
Slavery and the University: Histories and Legacies by
"Slavery and the University" is the first edited collection of scholarly essays devoted solely to the histories and legacies of this subject on North American campuses and in their Atlantic contexts. Gathering together contributions from scholars, activists, and administrators, the volume combines two broad bodies of work: (1) historically based interdisciplinary research on the presence of slavery at higher education institutions in terms of the development of proslavery and antislavery thought and the use of slave labor; and (2) analysis on the ways in which the legacies of slavery in institutions of higher education continued in the post-Civil War era to the present day. The collection features broadly themed essays on issues of religion, economy, and the regional slave trade of the Caribbean. It also includes case studies of slavery's influence on specific institutions, such as Princeton University, Harvard University, Oberlin College, Emory University, and the University of Alabama. Though the roots of Slavery and the University stem from a 2011 conference at Emory University, the collection extends outward to incorporate recent findings. As such, it offers a roadmap to one of the most exciting developments in the field of U.S. slavery studies and to ways of thinking about racial diversity in the history and current practices of higher education.
Find books and articles at Skyline College Library with 
About OneSearch
We look forward to your recommendations for additional resources to include in Antiracism: A Resource Guide.
Please submit a Research Help Form including your recommendation(s) and any links or comments you choose.
Thank you for helping to build this new Skyline College resource.
From Equity Talk to Equity Walk by
From Equity Talk to Equity Walk offers practical guidance on the design and application of campus change strategies for achieving equitable outcomes. Drawing from campus-based research projects sponsored by the Association of American Colleges and Universities and the Center for Urban Education at the University of Southern California, this resource provides real-world steps that reinforce primary elements for examining equity in student achievement, while challenging educators to specifically focus on racial equity as a critical lens for institutional and systemic change. Colleges and universities have placed greater emphasis on education equity in recent years. Acknowledging the changing realities and increasing demands placed on contemporary postsecondary education, this book meets educators where they are and offers an effective design framework for what it means to move beyond equity being a buzzword in higher education. Central concepts and key points are illustrated through campus examples. This indispensable guide presents academic administrators and staff with advice on building an equity-minded campus culture, aligning strategic priorities and institutional missions to advance equity, understanding equity-minded data analysis, developing campus strategies for making excellence inclusive, and moving from a first-generation equity educator to an equity-minded practitioner.
Teaching Race by
A real-world how-to manual for talking about race in the classroom Educators and activists frequently call for the need to address the lingering presence of racism in higher education. Yet few books offer specific suggestions and advice on how to introduce race to students who believe we live in a post-racial world where racism is no longer a real issue. In Teaching Race the authors offer practical tools and techniques for teaching and discussing racial issues at predominately White institutions of higher education. As current events highlight the dynamics surrounding race and racism on campus and the world beyond, this book provides teachers with essential training to facilitate productive discussion and raise racial awareness in the classroom. A variety of teaching and learning experts provide insights, tips, and guidance on running classroom discussions on race.
Teaching to Transgress: Education as the Practice of Freedom by Not sure where to start?
"Teaching Race, Racism, and Racial Justice: Pedagogical Principles and Classroom Strategies for Course Instructors," by M. Brielle Harbin, Amie Thurber, and Joe Bandy. Race and Pedagogy Journal (2019).
"Barriers and Strategies by White Faculty Who Incorporate Anti-Racist Pedagogy," by Jennifer Akamine Phillips, Nate Risdon, Matthew Lamsma, Angelica Hambrick, and Alexander Jun. Race and Pedagogy Journal (2019).
"Race Matters," by David J. Asai. Cell (May 2020). This commentary looks at why students of color leave science at high rates and why it’s important to change the culture of science.
Pedagogies of Care: Open Resources for Student-Centered and Adaptive Strategies in the New Higher-Ed Landscape contains material on teaching about race and racism (2020).
"Want to Reach All of Your Students? Here’s How to Make Your Teaching More Inclusive," by Viji Sathy and Kelly A. Hogan. Chronicle Advice Guide (2019).
"How to Hold a Better Class Discussion," by Jay Howard. Chronicle Advice Guide (2019).
American Government in Black and White: Diversity and Democracy by
American Government in Black and White: Diversity and Democracy, Fourth Edition, covers all of the standard topics found in an Introduction to American Government text while also speaking to today's students who want to examine how racial inequality has shaped-and will continue to shape-who we are and what we believe. Authors Paula D. McClain and Steven C. Tauber address issues of inequality in major facets of American government, including the U.S. Constitution, key political institutions, and the making of public policy. Engaging the original voices of racial and ethnic actors in our nation's history, the text shows how to measure and evaluate the importance of equality in America, from its founding up to today.
Revolutionary STEM Education: Critical-Reality Pedagogy and Social Justice in STEM for Black Males by
Revolutionary STEM Education by Jeremiah Sims, an educator, researcher, and administrator from Richmond, California, is calling for a revolutionary, paradigm shift in the STEM education of and for Black boys. STEM education has been reliant on axioms and purported facts that for far too long have been delivered in a banking or absorption model that is, arguably, anti-critical. Unsurprisingly, this pedagogical approach to STEM education has failed large segments of students; and, this is especially true of African American males. Revolutionary STEM Education highlights, chronicles, and investigates the potential inroads and vistas of a Saturday Science, Technology, Engineering and Math (STEM) program, Male Aptitudes Nurtured for Unlimited Potential (MAN UP), which was designed to foster interest and competence in STEM by middle school Black boys. This program was impelled by a critical-reality based pedagogical approach, which was formulated to arrive at socio-academic synergy, that is, a thoughtful conjoining of students' real life concerns, joys, ways of being, and socio-cultural identities and the curricular material covered in the courses offered at MAN UP. Sims' lived-experiences as an inner-city, low-income Black male are interspersed throughout Revolutionary STEM Education; however, the heartbeat of this book is, undoubtedly, the stories of the positive transformation that the MAN UP scholars experienced while becoming more competent in STEM, developing positive STEM identities, and learning to use their STEM knowledge for social justice.
Antiracist Writing Assessment Ecologies: Teaching and Assessing Writing for a Socially Just Future by
In ANTIRACIST WRITING ASSESSMENT ECOLOGIES, ASAO B. INOUE theorizes classroom writing assessment as a complex system that is "more than" its interconnected elements. To explain how and why antiracist work in the writing classroom is vital to literacy learning, Inoue incorporates ideas about the white racial habitus that informs dominant discourses in the academy and other contexts. Inoue helps teachers understand the unintended racism that often occurs when teachers do not have explicit antiracist agendas in their assessments. Drawing on his own teaching and classroom inquiry, Inoue offers a heuristic for developing and critiquing writing assessment ecologies that explores seven elements of any writing assessment ecology: power, parts, purposes, people, processes, products, and places. - ASAO B. INOUE is Director of University Writing and Associate Professor of Interdisciplinary Arts and Sciences at the University of Washington Tacoma. He has published on writing assessment, validity, and composition pedagogy in Assessing Writing, The Journal of Writing Assessment, Composition Forum, and Research in the Teaching of English, among other journals and collections. His co-edited collection Race and Writing Assessment (2012) won the CCCC's Outstanding Book Award for an edited collection.
The Fifth Element: Social Justice Pedagogy Through Spoken Word Poetry by
Explores spoken word poetry as a tool for social justice, critical feminist pedagogy, and new ways of teaching. The writing and performance of spoken word poetry can create moments of productive critical engagement. In The Fifth Element, Crystal Leigh Endsley charts her experience of working with a dynamic and diverse group of college students, who are also emerging artists, to explore the connection between spoken word and social responsibility. She considers how themes of activism, identity, and love intersect with the lived experiences of these students and how they use spoken word to negotiate resistance and to navigate through life. Endsley also examines the local and transnational communities where performances took place to shed light on concepts of social responsibility and knowledge production.Crystal Leigh Endsley is Assistant Professor of Africana Studies at John Jay College of Criminal Justice, City University of New York.
Antiracist Pedagogy Reading List, compiled by Andrea Aebersold, director of faculty instructional development in the Division of Teaching Excellence and Innovation at the University of California at Irvine.
Antiracist Pedagogy Reading List
Compiled by Andrea Aebersold, Ph.D - University of California, Irvine
*This is a working document with the goal of better understanding antiracist pedagogy in higher education. Sources will continue to be added. Email andrea.aebersold@uci.edu with additional sources. Please feel free to share this document.
Amico, R.P. (2016). Antiracist Teaching. New York: Routledge.
Baldwin, J. (1963, December 21) “A Talk to Teachers.” The Saturday Review, 42-44.
Case, K.A. (2013). Deconstructing Privilege: Teaching and Learning as Allies in the Classroom. New York: Routledge
Case, K. A. (Ed.) (2017). Intersectional pedagogy: Complicating identity and social justice. New York: Routledge/Taylor & Francis Group
DeLong, R., Coleman, T., DeVore, K.S., Gibney, S., Kuhne, M., & Déus, V. (2019). Working Toward Racial Equity in First-Year Composition. New York: Routledge.
Douglass Horsford, S., Grosland, T. J., and Morgan Gunn, K. (2011). Pedagogy of the Personal and Professional: Considering Culturally Relevant and Anti-Racist Pedagogy as a Framework for Culturally Relevant Leadership. Journal of School Leadership, 21 (4).
Freire, P. (2000). Pedagogy of the Oppressed. New York: Continuum
hooks, b. (1994) Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge
Howell, A. & Tuitt, F. (2003) Race and Higher Education: Rethinking Pedagogy in Diverse College Classrooms. Cambridge: Harvard Educational Review
Jenkins, C. (2016). Addressing white privilege in higher education. Academic Exchange Quarterly, 20(4), 121-126. Retrieved from http://hdl.handle.net/1969.1/158792
Jenkins, C. M. (2018). Educators, question your level of cultural responsiveness. Journal on Empowering Teaching Excellence, 2(2), 15-23. https://digitalcommons.usu.edu/jete/vol2/iss2/4
Jenkins, C. (2018). Intersectional considerations in teaching diversity. In Carter, N & Vavrus, M. (Eds.), Intersectionalities of Race, Class, and Gender with Teaching and Teacher Education: Movement Toward Equity in Education. Leiden. The Netherlands: Brill/Sense. DOI: https://doi.org/10.1163/9789004365209_003
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. https://doi.org/10.1177/1477971417738793
Kailin, J. (2002). Antiracist education: From theory to practice. New York: Rowman & Littlefield Publishers, Inc
Lawrence, S. M. & Tatum, B. (1997). Teachers in transition: The impact of antiracist professional development on classroom practice. Teachers College Record, 99, 162–180
McNair, T.B., Bensimon, E.M. & Malcolm-Piqueux, l. (2020) From Equity Talk to Equity Walk: Expanding Practitioner Knowledge for Racial Justice in Higher Education. Hoboken: Jossey-Bass.
Phillips, C.B. & Derman-Sparks, L. (1997). Teaching/Learning Anti-Racism: A Developmental Approach. New York: Teachers College Press.
Sue, D. W. (2015) Race Talk and the Conspiracy of Silence: Understanding and Facilitating Difficult Dialogues on Race. Hoboken, NJ: Wiley
Tuitt, F., Haynes, C. & Stewart, S. (Eds.), (2016). Race, equity, and the learning environment: The global relevance of critical and inclusive pedagogies in higher education. Sterling, VA: Stylus
Other Sources
11 Ways White America Avoids Taking Responsibility for its Racism
A Guide to Coded Language in Education
White Supremacy Culture in Organizations
Alexander, M. (2020 - updated edition) The New Jim Crow: Mass Incarceration in the Age of Colorblindness. New York: The New Press
DiAngelo, R. (2018). White Fragility: Why It’s So Hard for White People to Talk About Racism. Boston: Beacon Press
Kendi, I.X. (2019). How to Be an Antiracist. New York: One World
Kendi, I.X. (2017). Stamped From the Beginning: The Definitive History of Racist Ideas in America. New York: Bold Type Books
Oluo, I. (2019). So You Want to Talk About Race? New York: Seal Press.
Saad, L.F. (2020). Me and White Supremacy: Combat Racism, Change the World, and Become a Good Ancestor. Naperville: Sourcebooks
Tatum, B.D. (2017). Why Are All the Black Kids Sitting Together in the Cafeteria?: And Other Conversations About Race. New York: Basic Books.
