Racism as a threshold concept: examining learning in a ‘diversity requirement’ course

Winkler, Erin N.

doi:10.1080/13613324.2017.1294564

Cited by 9 publications

(7 citation statements)

References 41 publications

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“…In the articles under study, only Winkler (2018), Owens (2005), and Doucet et al (2013) included writing from students in their research, while Schueths et al (2013) examined student-written course evaluations. Several studies (Duffee & Bailey, 1991; Owens, 2005; Winkler, 2018) mention that writing assignments are a significant part of the learning for students in these courses. I believe this may suggest some dissonance between the work that has already been done on instructors’ self-studies and how students are receiving these changes.…”

Section: Discussionmentioning

confidence: 99%

“…The authors express concern that traditional understandings of civil discourse do not support marginalized students. Winkler (2018) also works to link her classroom content with students' lived experiences, identifying racism as a "threshold concept" for her course.…”

Section: Qualitative Studies: Contextualizing Student and Teacher Exp...mentioning

confidence: 99%

“…[Buddhists] know what they are working for and they ignore everything else that may get in their way of reaching that" (p. 250). Winkler (2018) also used substantial student data, analyzing writing to measure racism as a threshold concept in her course. However, her examination of student data is also problematic.…”

Section: Finding 5: Student Work or Feedback Was Very Rarely Examined...mentioning

confidence: 99%

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Framing and Efficacy of University-Required Diversity Courses in the Research Literature

Eisshofer

2022

Review of Educational Research

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This literature review examines the research in the last 30 years in relation to university-required diversity courses, as well as highlights areas that have been understudied. Utilizing the social justice rationale for diversity, this review analyzes 25 quantitative and qualitative research articles that address university-required diversity courses. This literature review unpacks the mixed results from quantitative studies as well as analyzes the case studies presented in qualitative research. The results highlight that addressing student bias is an important goal and framework for these courses, but that the ability to shift quantitative measures of bias is not clear. I also argue that research examining student work produced in required diversity courses and course design for strategies is largely absent from the field of study.

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Section: Discussionmentioning

confidence: 99%

Section: Qualitative Studies: Contextualizing Student and Teacher Exp...mentioning

confidence: 99%

Section: Finding 5: Student Work or Feedback Was Very Rarely Examined...mentioning

confidence: 99%

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Framing and Efficacy of University-Required Diversity Courses in the Research Literature

Eisshofer

2022

Review of Educational Research

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“…For R&E instructors, evidence of students’ changed understanding of race and ethnicity before and after the course demonstrates the learning outcomes and value of our pedagogy (Harbin et al 2019). R&E courses are one of the most influential agents of socialization on students’ understanding of racial inequality as demonstrated by change in race-talk (Winkler 2018).…”

Section: Assessing Outcomes Demonstrating Effectivenessmentioning

confidence: 99%

Guess Who: Experiential Learning and Reflexivity in Race and Ethnicity Courses

Brunson

Cartright

2022

Sociology of Race and Ethnicity

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Experiential learning activities foster reflection and reflexivity which facilitate thinking critically about race and racism. In a previous study, we used a game to assess students’ race-talk and evaluate the impact of Race and Ethnicity (R&E) courses on racial ideologies. These activities provided opportunities for experiential learning and reflexivity. Instructors of R&E courses can use similar activities to encourage critical thinking about racial socialization, facilitate a more responsive pedagogy, and demonstrate teaching effectiveness. Students benefit from this experiential activity because they may develop a more critical understanding of racism, race, and ethnicity.

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“…Building a critical consciousness demands not only developing a critique of how power plays out in society but also examining how our own beliefs and practices perpetuate inequality, oppression and white supremacy (Gay & Kirkland, 2003;McDonough, 2009). This kind of self-examination can cause confusion and discomfort for teachers and prospective teachers as they work to reconcile new understandings with past beliefs and actions (Meyer & Land, 2005;Winkler, 2018). Scholars have described this as a liminal space from which teachers are poised to move forward, although resistance and retreat are also common (Meyer & Land, 2005;Zamudio, Bridgeman, Russell & Rios, 2009).…”

Section: Critical Consciousness and Liminal Spacesmentioning

confidence: 99%

Integrated Co-Teaching Classroom Teachers Through a DisCrit Lens: The Impact of Teacher Beliefs and Perceptions

Friedman¹

2019

Proceedings of the 2019 AERA Annual Meeting

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Public education in the United States has consistently and persistently failed significant numbers of students of color with Individual Education Programs (IEPs) in terms of providing a quality education that leads to graduation. DisCrit theory provides a lens for understanding the impact of race and disability as intersectional, marginalized identities on student outcomes. We employed a grounded theory approach to explore how racist deficit perspectives and the ableist medical model of dis/ability simultaneously inform and limit what teachers imagine for their students and themselves. Key findings revealed teachers struggled to align their espoused values with their classroom experiences. Faced with challenges, teachers did not demonstrate intersectional thinking related to race and dis/ability, instead they snapped back to deficit perspectives, stretched into questioning, and rarely took action. To counter this, we identified entry points and generated recommendations to support teachers in building an intersectional approach to understanding multiply marginalized students.

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Racism as a threshold concept: examining learning in a ‘diversity requirement’ course

Cited by 9 publications

References 41 publications

Framing and Efficacy of University-Required Diversity Courses in the Research Literature

Framing and Efficacy of University-Required Diversity Courses in the Research Literature

Guess Who: Experiential Learning and Reflexivity in Race and Ethnicity Courses

Integrated Co-Teaching Classroom Teachers Through a DisCrit Lens: The Impact of Teacher Beliefs and Perceptions

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