Talking (and Not Talking) About Race

Terri A. Karis

Project Summary

My project was a beginning exploration of how white students learn about race within the context of a General Psychology course. This summary will focus on these questions:

• What prior racial knowledge did white students bring to the learning situation?
• What are some of the ways that this prior knowledge shaped students' construction of new racial knowledge?

Course Context

General Psychology is a general education course taken mainly by first and second year students from a wide range of majors. It is usually taught as a survey course giving an overview of the field of psychology. Although race may relate to many aspects of the course, it is not primarily a course about race.

I gathered data during fall semester 2003 in a course that had 40 students, only one of whom appeared to be non-white. During an anonymous writing assignment, one student disclosed having a Hispanic heritage.

Key Learning Activities

To help students learn about race I used a number of different activities, including videos, readings, class discussion, lecture, short reflective writings done anonymously, a "discrimination relay" experiential exercise, and an ice-breaker activity done on the first day of class. For students' views on which activities had been most helpful when learning about race see Appendix A: Survey Results. Appendix A: Survey Results

Key Findings

Finding 1  

Question: What prior racial knowledge did students bring to the learning situation?

One finding was that students were hesitant to even talk about race. Although students came to class with all kinds of prior racial knowledge (see Finding 2), their reluctance to even talk about race creates one barrier to accessing that knowledge. I asked students to write anonymously on why they thought students did not want to talk about race, and there was a great deal of consistency and overlap in their responses.

In analyzing student responses I looked for the assumptions underneath their statements. These assumptions reflect their prior knowledge. In exploring students' underlying assumptions it became clear that their thinking about race was not necessarily logical. I refer to these assumptions as "racial reasoning" because I believe they reflect an extensive, yet largely unexamined, prior knowledge base within which they do make sense.

Racial Reasoning: What is students' prior knowledge about race that might be linked to why they didn't want to talk about race?

• It might be racist, offensive, or uncomfortable to even notice or name what is widely known to be true (non-whites face discrimination and prejudice).

• To acknowledge that white people are better off might be viewed as racist or be offensive.

• Simply talking about race might be offensive or racist.

• To acknowledge that one is white might be viewed unfavorably

• It would be uncomfortable to be openly proud about whiteness.

• It would be prejudiced to say you don't want to be discriminated against.

• It would be inappropriate or uncomfortable to openly state that you like being privileged.

• There might be social consequences for speaking your truth about race.

See Appendix B for students' examples of racial reasoning. Appendix B: Racial Reasoning

Discussion: Based on racial reasoning it makes good sense for white students to avoid talking about race, especially in mixed-race groups, even if it's a group that appears to be almost all white. Talking about race might lead to uncomfortable feelings in oneself or in others. Talking about race means risking social disapproval and possibly being viewed as racist or offensive. Talking about race means grappling with having privilege and what it would mean to say that one did not want to experience racial prejudice and discrimination.

Finding 2

Question: What prior racial knowledge did students bring to the learning situation?

In analyzing students' writing on race I looked for the assumptions underneath their statements. These assumptions --which I call "racial reasoning" --reflect their prior knowledge. The list below is not exhaustive; it is drawn from the 3 examples under Finding 3 in which I explore specific examples of students' racial constructions.

Prior Racial Knowledge

Prior racial knowledge is based on imprecise thinking, unexamined assumptions, and unexplored feelings. It includes the following:

ß The idea that "race" and "culture" are the same thing

ß The idea that "color" and "culture" are equivalent

ß Not drawing a distinction between racial categories and racism

ß The belief that personally valuing the equality of all individuals is equivalent to all racial groups being equal, or all racial groups being equally valued

ß The belief that valuing cultures is equivalent to valuing racial groups

ß The idea that it "doesn't matter" what race a person is

ß The idea that it "doesn't matter" whether a person is white or racially mixed

ß The idea that an individual's lack of prejudice translates to race not really mattering

ß A lack of awareness that there is a connection between whiteness and being able to claim that race "doesn't matter"

ß The idea that racism and oppression are things of the past

ß The idea that there is no connection between oneself as an individual white person and "the white people who oppressed the African Americans for so many years"

ß The idea that one's race is not a significant aspect of one's identity

ß A preference not to think too much about race

ß A belief that it is good not to discriminate

ß Feelings (of defensiveness, fear, and shame) that are outside of conscious awareness

Finding 3

Question: What are some of the ways that students' prior racial knowledge shaped their construction of new racial knowledge?

It was particularly interesting to see how students' prior knowledge influenced constructions of new racial knowledge. Shulman (1999) writes that learning is an interplay of moving prior knowledge out while getting new knowledge in, and that this process sometimes malfunctions. Listed below are some of the key points about race that I hoped students would learn.

What I hoped students would learn:

• To question their prior knowledge about race; to become curious about race
• The current scientific view about racial categories: there is no genetic or biological basis for race
• Even though there is no biological basis for race, because of racism, there is still a social reality to race
• Colorblindness --not noticing race --will not help address racial disparities
• Racism is not simply a problem of the past but is still a problem in the U. S. today
• Prejudiced people are not "bad" people: our thinking reflects having been socialized in a racially stratified culture
• Whiteness is not simply neutral; there are privileges associated with whiteness
• Race is a complex phenomenon; it operates at institutional and structural levels as well as personally and interpersonally
• Paying attention to race and becoming more conscious about it lays the foundation for beneficial action. Doing nothing maintains the status quo, which is racial hierarchy.

Below are three examples of student racial constructions. In the first example, the student's prior knowledge seems fixed and the racial construction does not reflect the hoped for new knowledge. In the second example, the student combines prior knowledge with new knowledge in ways that are sometimes contradictory; her racial construction reflects an "in process" blend of both prior and new racial knowledge. In the third example prior knowledge shapes the racial construction, leading to misconceptions far different than what I'd hoped to convey. I find it particularly instructive to look at this sort of malfunction of understanding --Shulman calls them "fantasias" --because they help me see more about students' prior knowledge and how, in this case, I hadn't sufficiently taken it into account when presenting new information.

Following each example I explore the prior knowledge that the student seems to be blending with the knowledge I'd hoped to convey.

Racial Knowledge Construction -- Example 1

"I remember the first time I had to fill out a form and I didn't know which one to check. I wasn't sure if I had any of those other races mixed in me. It really didn't matter either. I even think that I said or asked the teacher why it mattered so much. While growing my parents raised me very non-prejudiced and I think that is why it doesn't really matter too much to me" (emphasis added).

Prior Knowledge

ß Not drawing a distinction between racial categories and racism

ß The idea that it "doesn't matter" whether a person is white or racially mixed

ß The idea that an individual's lack of prejudice translates to race not really mattering

ß A lack of awareness that there is a connection between whiteness and being able to claim that race "doesn't matter"

The student did not draw a distinction between racial categories and racism and it is not clear from the statement which the student meant. Whether s/he meant race or racism, her statement does not reflect the hoped for understanding that even though there is no biological basis for race, because of racism, there is still a social reality to race The student's identification with having been raised "non-prejudiced" leads to the idea that "it doesn't really matter too much," reflecting a colorblind approach to race. The student does not seem to have absorbed the knowledge that race operates differently at the structural level than at the interpersonal level, so that even though s/he may be non-prejudiced, the reality of racism means that race still matters to those who are non-white.

Racial Knowledge Construction -- Example 2

         "When reading both of the assigned readings from class as a white person I felt attacked. In the reading titled "Ten Things Everyone Should Know About Race," my feelings of being attacked were most prevalent. The message that I perceived from the article was that because I am a white person I should feel bad about and more ashamed than an African American should. That is because I am white and I am some how connected to the white people who oppressed the African Americans for so many years. . . . Generally speaking I don't like to think about race and I don't think it is an issue with me. It makes me sick when I come across people that discriminate [against] others just because of the way a person looks. . . .People need to be shown the difference they can and could make when given the opportunity. That is the precise thing that both articles did for others and me.

         Overall the articles did do one thing for me and that was it made me think and become more aware. I am more aware of the fact that no matter how advanced our technologies and society has become that racism is still an issue. I think that a lot of people are like me in thinking that racism is not an issue for them personally so I don't understand what the fuss is over. After reading both articles and the discussions in class I have come to more of an understanding that racism is still prevalent in the American society."

The example above illustrates the complicated mix of contradictory thoughts and feelings that can co-exist in the process of taking in and absorbing new racial knowledge while still being under the influence of prior knowledge.

Prior Knowledge

• "I don't like to think about race" (perhaps because it feels overwhelming and disempowering?)
• "Race isn't an issue with me" (I think this means "I don't see myself as prejudiced.")
• The idea that "racism isn't much of an issue" (I think this means racism is a thing of the past.)
• The idea that there is no connection between her as an individual white person and "the white people who oppressed the African Americans for so many years"
• The idea that this oppression happened in the past
• A value of non-discrimination
• Feeling "bad," "ashamed," and "attacked" regarding racial matters; these feelings are linked to thoughts which may not yet have become conscious.

Although this student describes not liking to think about race, and "feelings of being attacked" as a white person, she also demonstrates an understanding of several of the key points I hoped to convey. First, she recognizes that racism is still a significant issue today, even if it is not an issue for her personally. Secondly, she writes about learning that she can make a difference. I view her willingness to feel and name uncomfortable emotions as a strength. Unexamined feelings such as shame, confusion, discouragement, anger, and hurt get in the way of clear thinking, leading to "racial reasoning" that is irrational. Although this student does not seem to have fully explored her feelings, the directness with which they are named makes it possible to begin to explore the previously unexamined, perhaps unconscious, associated thoughts.

Racial Knowledge Construction -- Example 3

"We need to learn about prejudice and discrimination because it is multiplying in our society. People don't even realize that they are doing it all the time, yet it is so unacceptable to everybody. . . The main point I got out of [the reading] is colorblindness will not end race. Many people believe that if we just forget that there are many different races that we all will be ok. That is not true. Race gives you character, it is something that is a part of you and you should be proud of what color you are and spread your culture around" (emphasis added).

This student's comment reflects 2 key points I'd hope to convey: prejudice and discrimination still exist and a colorblind approach will not address the problem. At the same time the highlighted sentence above is a malfunction of understanding and suggests the application of prior knowledge. I did not intend to suggest that "race gives you character" or that any cultural or racial group should "spread your culture around."

Prior Knowledge:

ß the idea that "race" and "culture" are the same thing

ß the idea that "color" and "culture" are equivalent

ß the belief that valuing the equality of all individuals is equivalent to all racial groups being equal, or all racial groups being equally valued

ß the belief that valuing cultures is equivalent to valuing racial groups

ß feelings that are outside of conscious awareness

1. "Race" and "culture" are the same thing; "color" and "culture" are equivalent. The above example helps me see how the student had conflated race and culture, two related, yet different, concepts. Having pride about one's ethnic heritage is very different than having pride in one's white racial heritage, and because U. S. history is rooted in racial stratification, black racial pride is not a parallel construct to white racial pride. The terms "race" and "culture" often are used interchangeably without clear definitions. Although I only used the term "race," this student did not draw the distinctions that I took for granted. I see now that it would have been helpful to invite students to explore the differences and similarities between these terms.

2. The belief that valuing the equality of all individuals is equivalent to all racial groups being equal, or all racial groups being equally valued; the belief that valuing cultures is equivalent to valuing racial groups

The American ideal of equality can obscure the actual American history of a racially stratified culture and continuing racial disparities. The assumption that all cultures or racial groups share a "level playing field" reflects lack of awareness of the power differences between groups and the differential valuing, not only of racial groups, but of cultural practices. Because of the U. S. racial hierarchy, "spread[ing] your culture around" means something very different for whites than it does for non-whites. Inviting students to examine whiteness might have been helpful. An exploration could have included questions such as: What aspects of whiteness give you character? What is white culture? What would you include in a white cultural center?

3. Feelings that are outside of conscious awareness

While the student explicitly names pride, it seems that there may be other feelings underlying her statement. An emphasis on pride might, for example, be linked to un-named shame. The lack of distinction between race and culture might point to some confusion about whether it is o.k. to have pride in one's heritage. Many white students expressed reservations about expressing pride in whiteness, even though they wanted to express pride in their cultural heritage.

Conclusion

Students brought a lot of prior racial knowledge to the learning situation. An initial investigation of that knowledge tells me that I need to be more precise in helping students make distinctions between related, sometimes overlapping, concepts. I also will help students anticipate the uncomfortable feelings that might get triggered, and coach them on how to notice feelings without getting stuck in them. Learning about race necessarily involves being willing to be uncomfortable, and making connections between feelings and underlying unexamined thoughts. In the future I plan to further investigate "malfunctions of understanding" as I'm guessing there may be systematic patterns in how students "get it wrong." In order to do this I plan to ask students to do longer reflective writings on race, as I think this is where malfunctions of understanding are most likely to surface.

Reference:

Shulman, L. (1999). Taking learning seriously. ‚Change, 31, 10-17.