Learning Separately, Learning Together: White Students' Experiences in Two Different Racial Dialogues

Autor/inn/en	Maxwell, Kelly E.; Chesler, Mark
Titel	Learning Separately, Learning Together: White Students' Experiences in Two Different Racial Dialogues
Quelle	In: Journal of Diversity in Higher Education, 15 (2022) 3, S.314-324 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Maxwell, Kelly E.) ORCID (Chesler, Mark)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8926
DOI	10.1037/dhe0000303
Schlagwörter	White Students; Student Experience; Comprehension; Racial Bias; Advantaged; Disadvantaged; Power Structure; Minority Group Students; Dialogs (Language); Racial Identification; Outcomes of Education; Ethnicity; Intergroup Education; College Students; Writing (Composition) + Suchen Sie Ihr Suchwort? Studienerfahrung; Verstehen; Verständnis; Racial discrimination; Rassismus; Dialog; Dialogs; Dialogue; Dialogues; Lernleistung; Schulerfolg; Ethnizität; Multinationale Lerngruppe; Collegestudent; Schreibübung
Abstract	In today's climate of polarized racial tension and increasing resegregation in our nation's communities, it is vital to improve the level of education about race and to counter the racism that often exists when white people talk about or interact around race. Two approaches have been identified as helpful: white people learning about race and racism with people of color and white people learning solely with other white peers. In this article, we examine white students' understandings of the nature of privilege, racism, power, and oppression when enrolled in one of two types of semester-long, credit-bearing racial dialogues: (a) intergroup dialogues, composed of an equal number of white students and students of color and (b) white racial identity dialogues, composed solely of white students. In addition, we address students' reactions to dialogic dynamics and activities. To do so, we utilize student papers written at the beginning and end of the semester and postsemester interviews. The results indicate that white students make significant gains in their knowledge about privilege, racism, power, and oppression in both settings. They experience greater comfort, safety, and a deeper understanding of their white identity in the white-only dialogue, but also a greater sense of abstraction and lesser authenticity about interracial matters. Students in the interracial dialogue more often experience conflict and dissonance, but demonstrate learning more about racial power, privilege, and oppression and report feeling more empathic about the life experiences of students of color. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01