White Educators Facilitating Discussions About Racial Realities

Abstract

Facilitating democratic discussions about race among students in classroom environments continues to be a problem facing educators. When these discussions occur, they are facilitated mostly by faculty of color. However, given the underrepresentation of faculty of color within higher education institutions and that white students respond differently to these discussions when facilitated by members of their own race, it is critical for white faculty to learn how to facilitate these exchanges among learners. The present study focused on exploring the role of white faculty facilitating discussions about race in their courses. Findings are presented through case examples from two white participants. Implications for research and practice are also discussed.

Notes

Throughout this article, when referring to the present study, I use “educators” broadly to refer to tenure-track, tenured, and non-tenure-track faculty members, as well as those who do not hold the title “faculty” but teach college-level courses and work with students out of the classroom (e.g., student affairs educators). However, in discussing previous research, I use the terms used by researchers (most often “faculty”).

“Racial realities” refers to thinking about how race differentially impacts people.