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Objective: To develop a more nuanced understanding of social work students' beliefs, emotions, and experiences around race and racism in order to inform the development of anti-racist pedagogies. Method: A sample of 532 California MSW students participated in an on-line survey. All students completed a colorblindness scale; students of color completed scales on discrimination and stereotype threat, and white students completed scales on emotional responses to racial issues and anti-racist behaviors. Analyses included both parametric and non-parametric statistics. Results: Controlling for sociodemographic factors, exposure to ethnic studies classes was associated with lower levels of colorblindness. Student of color groups (Black, Latinx, Asian, and Multiracial) reported frequent experiences with discrimination and stereotype threat within MSW education, with Black students reporting the highest levels. Among white students, elevated emotional responses to racial issues (guilt, shame) were associated with increased antiracist behaviors. Conclusions: Colorblindness, which can be a barrier to anti-racist practice, can be likely be reduced by exposure to ethnic studies courses. The development of anti-racist pedagogies will require targeted strategies that consider the perspectives, emotions, and experiences that students from various groups bring to MSW education. Concerted efforts are needed to address discrimination and anti-Blackness in social work education programs.

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