Teaching/Learning Anti-Racism: A Developmental Approach

Mattai, P. Rudy; Derman-Sparks, Louise; Phillips, Carol Brunson

doi:10.2307/2668226

Cited by 29 publications

(5 citation statements)

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“…In a comparative quantitative study, Ostrove and Brown (2018) found that White allies, nominated as such by people of color, scored higher on factors such as understanding White privilege and racial justice activism compared to non‐nominated White people. These results echo earlier work examining the developmental processes of White people's attitudes about race, which shows that an awareness of structural/systemic forms of racism, and acknowledgement of White privilege, often precede commitments to engaging in antiracist actions (D'Andrea & Daniels, 1999; Derman‐Sparks & Phillips, 1997). They are also supported in more recent research, which finds that awareness of structural racism mediates the relationship between colorblind racism and support for affirmative action policies (Hamilton et al., 2022).…”

Section: Introductionsupporting

confidence: 84%

Colorblind racial ideology as an alibi for inaction: Examining the relationship among colorblind racial ideology, awareness of White privilege, and antiracist practices among White people

Collins,

Walsh

2024

Journal of Social Issues

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This study examines the relationship among White antiracism, colorblind racial ideology (CBRI), and White privilege awareness. We use Critical Race Theory (CRT) to frame the historical context of racism in the U.S. and the emergence of racist ideologies. We examine the extent to which White privilege awareness mediates the relationship between CBRI and antiracist practices among White people. We found that (1) participants’ antiracist practices were increased the more they rejected power‐evasive forms of CBRI, (2) people who were more aware of their White privilege were also more driven toward antiracist practices, and (3) respondents’ awareness of their White privilege was enhanced as they rejected power evasive forms of CBRI. We also found that White people were more likely to participate in antiracist practices when they rejected power evasion CBRI partly because rejecting CBRI enhanced their awareness of White privilege. Our results suggest that the fight against racism requires White people to acknowledge and dismantle the privileges that come with being a member of a dominant group. We contend that CRT is a powerful framework for psychology because it helps resolve the problem of understanding how structural phenomena become ideologies that shape the way people believe and behave.

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Section: Introductionsupporting

confidence: 84%

Colorblind racial ideology as an alibi for inaction: Examining the relationship among colorblind racial ideology, awareness of White privilege, and antiracist practices among White people

Collins,

Walsh

2024

Journal of Social Issues

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“…This helps us understand that while “race” is socially constructed, “power” institutionalizes racism since it is socially legitimized through law. The goal of anti‐racism education is to “generate development of individual consciousness and skills to enable people to be active initiators of change rather than conforming perpetrators or passive victims of social oppression” (Derman‐Sparks & Phillips, 1997, p. 23). Yet in practice, a “thinking curriculum” that encourages students to be active initiators of change is “typically reserved for a minority of students who are in affluent suburban schools or advanced track courses within more diverse schools” (Darling‐Hammond, 2017, p. 136).…”

Section: Literature Reviewmentioning

confidence: 99%

“Things your history teacher won't teach you: Science edition”: Black women science teachers as anti‐racist teachers

Riley,

Mensah

2023

J Res Sci Teach

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Marginalized communities cannot and do not have decontextualized experiences with how socioscientific issues, such as exposure to COVID‐19 as frontline essential workers, high Black infant mortality rates, air pollution leading to respiratory problems, and other issues, affect their communities. As PreK‐12 science teachers and teacher educators strive to dismantle oppressive practices in their classrooms and curriculum, it would be helpful to learn from Black women science teachers who have been engaging in anti‐racist practices before the racial awakenings of Summer 2020. In this study, three different virtual focus groups, or Sista Circles, were conducted with 18 Black women secondary science teachers. Ranging from 1 to 22 years of experience, Black women teachers across the country and international participants in Canada and Qatar participated in the Sista Circles. From intersectional qualitative analysis and narrative inquiry, the findings of the study reveal that Black women science teachers enact anti‐racist science teaching by bringing something new to the community; using NGSS standards within the context of the community; teaching at the intersection of history, culture, and science learning and teaching; and building critical consciousness in the science classroom. Furthermore, the findings of the study have implications for the use of anti‐racist frameworks within the context of science education that were authentically the practices of the Black women in the study. This study offers insights into how the critical consciousness of Black women teachers can be represented in the science classroom even in times of nonsupport from peers and administration. The power and necessity of Black women teachers are paramount in science classrooms specifically because of the neutral, apolitical ways science teaching has been approached in the past. The narratives and stories shared here exemplify how Black women science teachers transform science teaching and learning by displaying various acts of Criticality.

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“…As a point of comparison, for Black parents, racial socialization is deemed important for survival, as parents prepare Black youth to "grapple effectively with racism" (Lacy & Harris, 2008, p. 173) in scenarios that are potentially damaging to minority children's positive self-image and chances at success or dangerous to their safety and well-being. Conversely, white parents report they do not think about race when parenting (Hamm, 2001), think raising the topic of race with their kids is not necessary (Derman-Sparks et al, 1997), or raise the topic only in individual terms without acknowledging group-level privilege (Underhill, 2018). 1 Subsequently, in adolescence and adulthood, white people are unaccustomed to thinking about race as part of their culture (Lewis, 2004).…”

Section: The Development Of Racialized Emotionsmentioning

confidence: 99%

How White Workers Navigate Racial Difference in the Workplace: Social-Emotional Processes and the Role of Workplace Racial Composition

Nelson

Johnson

2023

Work and Occupations

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Research on racialized emotions and racialized organizations has begun to inform how we understand social interactions in the workplace and their implications for racial inequality. However, most research to date focuses on the experiences and coping strategies of racial minority workers, especially when confronted with instances of racial prejudice and discrimination. We extend research on racialized emotions in the workplace by mapping the stages of belonging/unbelonging white workers go through when they encounter instances of racial discomfort or perceived prejudice in the workplace. This is an important contribution to the study of race and work because existing research suggests the deleterious effects for people of color when white people experience negative emotions such as threat, fear, and anxiety in interracial encounters. Drawing on interview data with 56 white teachers in a metropolitan area in the U.S. Southeast, we document a process of racialized belonging. This is a process whereby white workers experienced varying degrees of surprise, confusion, frustration, and fear resulting from interracial—and some intraracial—experiences with coworkers as well as students. We note how the process is informed by racialized imprinting prior to workplace entry and followed by racialized emotions and racialized coping. Racial composition of the workplace also played a role, though the process looked similar across contexts. We argue that by accounting for white workers’ prior life experiences as well as organizations’ involvement in accommodating their emotional expectations, the way white workers behave when race becomes salient to them can be better understood and addressed.

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Teaching/Learning Anti-Racism: A Developmental Approach

Cited by 29 publications

References 0 publications

Colorblind racial ideology as an alibi for inaction: Examining the relationship among colorblind racial ideology, awareness of White privilege, and antiracist practices among White people

Colorblind racial ideology as an alibi for inaction: Examining the relationship among colorblind racial ideology, awareness of White privilege, and antiracist practices among White people

“Things your history teacher won't teach you: Science edition”: Black women science teachers as anti‐racist teachers

How White Workers Navigate Racial Difference in the Workplace: Social-Emotional Processes and the Role of Workplace Racial Composition

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