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56 Cards in this Set
- Front
- Back
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What does the inclusion of race related content in college courses often generate?
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Emotional responses in students
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Describe the emotional responses.
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A range from guilt and shame to anger and
despair |
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What can the discomfort associated with these emotions lead to?
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Students resisting the learning process
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Beverly Daniel Tatum
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An informed African-American woman
engaged in teaching undergraduate course on psychology of racism for over a decade, by thematic analysis of tooted journals and essays written for the racism class, and by an understanding and application of racial identity development theory Writes based on her experience teaching a course on the psychology of racism and an application of racial identity development theory Identifies 3 major sources of student resistance to talking about race, learning about racism, and some strategies for overcoming this resistance |
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What do many educational institutions struggle with?
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To become more multicultural in terms of their students, faculty, and staff
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What do educational institutions begin to
examine? What is the response? |
Issues of cultural representation within their
curriculum It has evoked a growing number of courses that give specific consideration to the effect of variables such as race, class, and gender on human experience |
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What is an important trend reflected and
supported by the educational institutions' response? |
The increasing number availability of resource manuals for the modification of course content
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What is a key problem?
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Less attention has been given to the issues of process that inevitably emerge in the classroom when attention is focused on race, class, and/or gender making it difficult to talk about these concepts in a meaningful way without all the talking and learning about racism, classism, and sexism
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What does the introduction of these issues of oppression often generate?
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Powerful emotional responses in students that range from guilt and shame to anger and
despair |
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What happens if these are not addressed?
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The initial responses can result in student
resistance to opposition related content areas |
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What can this resistance ultimately interfere with? |
The cognitive understanding and mastery of the material
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When is this resistance and potential
interference common? |
When addressing issues of race and racism
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What happens when students are given the
opportunity to explore race -related material in the classroom where they are effective and intellectual responses are acknowledged and addressed? |
Their level of understanding is greatly enhanced
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What is Tatum's purpose with the article?
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To provide a framework for understanding students' psychological responses to brace related content and the student resistance that can result, and strategies for overcoming the resistance |
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What specifically was Tatum interested in?
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Racial identity development among
African-American youth raised in predominantly White communities |
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What was Tatum doing in 1980?
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As a part-time lecture and the Black studies
department of a large public university teaching a course called Group Exploration of Racism |
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Group Exploration of Racism Class
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A requirement for black studies majors
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What did Tatum have to help her get started?
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Folder full of handouts
Old syllabi that the previous instructor left behind A copy of the White Awareness: Handbook for Antiracism Training Her own clinical skills as a group facilitator |
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What type of course did Tatum create?
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One that seem to meet the goals already
outlined in the course catalog |
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What was the design of Tatum's course?
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"To provide students with an understanding of psychological problems and emotional reality of racism as it appears in everyday life"
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How did Tatum go about doing this?
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Incorporated lectures, readings, simulation
exercises, group research project, an extensive class discussion to help students explore the psychological impact of racism on both the oppressor and the oppressed |
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How does she describe her first efforts?
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Tentative
Results were powerful |
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What were the students of her class like? How did they describe the course?
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Most were White
As one of the most valuable educational experiences of their college careers |
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What did Tatum think she was doing? How did she feel about it?
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Helping students understand the ways in which racism operates in their own lives, and what they should do about it
This was a social responsibility that she could accept |
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What became a personal condition of her
employment? |
The freedom to institute the course in the
curriculum of the psychology department in which she would eventually teach |
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By 1980, how many times had she taught this course?
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18 times at 3 different institutions
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What were the 3 institutions?
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A large public university
A small state college A private, elite women's college |
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How did she just write the experience of
teaching and 3 different institutions? |
The schools were very different but the
challenges of teaching about racism in each setting have been more similar than different |
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What exactly was similar about these classroom settings?
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Class size had been limited to 30 students
The average number of students was 24 Typically predominantly White and female (even in coeducational settings) Class makeup had always been mixed in terms of that race and gender Most described himself as a middle-class, all socioeconomic backgrounds have been represented |
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Give examples of the different students of color registered for the classes.
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Asians
Latinos/as This frequently her students were Black |
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How did Tatum's course evolve?
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In response to her own deepening awareness of the psychological legacy of racism and for
expanding awareness of other forms of oppression, but her basic format remain the same |
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How often did the class meet?
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Weekly for 3 hours
In a room with movable chairs, arranged in a circle |
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How did Tatum set up a classroom
environment? What does this communicate? |
In a room with movable chairs, arranged in a
circle The physical structure is an important purpose of the course that she expects the student to speak with each other and with her |
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What were Tatum's other expectations for the class? When were they first communicated and how? Why?
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Timely completion of the assignments
Regular class attendance Clearly communicated in their first class meeting with the assumptions and guidelines for the discussion that she plans to rely upon to guide their work together The assumption and guidelines are so central to the process of talking and learning about racism, and may be useful to outline them |
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Racism
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A system of advantage based on race
A persuasive aspect of US socialization |
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What is impossible to avoid in US contemporary society? What is the result?
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To live and not be opposed to some aspect of personal, cultural, and/or institutional
manifestation of racism in our society All of us received some misinformation about those groups disadvantaged by racism |
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Prejudice
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Preconceived judgment or opinion, often based on limited information
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What is prejudice clearly differentiated from?
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Racism
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What does Tatum assume about prejudice?
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All of our may have prejudices as a result of the
various cultural stereotypes to which we've been exposed |
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Give an example of positive associations with
prejudice. |
Asian students are good at math
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Even when the preconceived ideas have positive associations, what do they have and why?
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Negative effects
They deny a person's individuality |
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What made these attitudes influence?
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The individual behaviors of people of color and Whites
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What made these attitudes affect?
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Intergroup interaction
Intragroup interaction |
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What distinction must be made? Why?
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Between the negative racial attitudes held by
individuals of color and White individuals It is only the attitudes of Whites that routinely carry within the social power inherent in the systematic cultural reinforcement and solicitation of those racial prejudices |
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Are the prejudices of the White students or the prejudices of the Black students acceptable?
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Both are clearly problematic
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Why is the distinction between the negative racial attitudes held by individuals of color and white individuals important?
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To identify the power differential between
members of dominant and subordinate groups |
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In the context of US society, how does the
system of advantage operate? |
To benefit Whites as a group
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What is assumed about racism and other forms of oppression?
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Hurts members of the privileged group and those is targeted by racism
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What is clearly different concerning White and people of color?
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The impact of racism
Racism has negative ramifications for everyone |
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Give an example of how racism is different concerning white and people of color.
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Some White students might remember the pain of having lost important relationships because Black friends were not allowed to visit their homes
Others may express sadness and having been denied access to a broad range of experiences because of social segregation |
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What else is attributed to social segregation?
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The discomfort of fear they now experiencing racially mixed settings to the cultural limitations of their youth
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What is assumed because prejudice and racism are inherent in our childhood environment?
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We cannot be blamed for learning what we were taught
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What are the 2 ways in which prejudice and racism in our childhood environment?
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Intentionally
Unintentionally |
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What responsibility do we as adults?
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To try to identify and interrupt the cycle of
oppression |
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What should be done when we realized that we had been misinformed?
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We have the responsibility to seek out more
accurate information and to adjust our behavior accordingly |
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What is assumed about change?
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Both individual and institutional as possible
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