A Focus Group Study of African American Students' Experiences with Classroom Discussions about Race at a Predominantly White University

Autor/inn/en	Walls, Jill K.; Hall, Scott S.
Titel	A Focus Group Study of African American Students' Experiences with Classroom Discussions about Race at a Predominantly White University
Quelle	In: Teaching in Higher Education, 23 (2018) 1, S.47-62 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2017.1359158
Schlagwörter	African American Students; Controversial Issues (Course Content); Race; Focus Groups; Student Experience; Undergraduate Students; Classroom Communication; Discussion (Teaching Technique); Student Attitudes; Student Participation; Classroom Environment; Affective Behavior; Phenomenology + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Controversial issues; Kontroverse; Rasse; Abstammung; Studienerfahrung; Klassengespräch; Schülerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Klassenklima; Unterrichtsklima; Affective disturbance; Active behaviour; Affektive Störung; Phenomenological psychology; Phänomenologie; Psychologie
Abstract	Past research has drawn attention to the unique challenges for students of color attending predominantly white colleges and universities, yet few have focused on the classroom as a micro-context in which race-related discussions often occur. Using a focus group methodology, 22 African American undergraduate students from a variety of academic programs shared their past experiences with classroom discussions about race. Thematic analyses revealed that African American students' cognitive and emotional responses to race-focused discussions in the classroom were uniquely shaped by the broader context of attending a predominantly White university situated in a Midwestern region of the United States. Students' responses gave insights into the strategies that minority students use to navigate race-focused discussions in class and the impact that those strategies have on their class participation. The implications of our results for students and faculty, particularly those situated on predominantly White campuses, are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01