“Can We Say the N-word?”: Exploring Psychological Safety During Race Talk

REFERENCES

• Apple, M. W. (2013). Education and power. New York, NY: Routledge.
   Google Scholar
• Aspelin, J. (2006). Beneath the surface of classroom interaction: Reflections on the microworld of education. Social Psychology of Education, 9(3), 227–244. doi:10.1007/s11218-006-0008-2
   Google Scholar
• Berg, B. L. (2001). Case studies. In S. L. Kelbaugh et al. (Eds.), Qualitative research methods for the social sciences (4th ed., pp. 225–237). Boston, MA: Allyn and Bacon.
   Google Scholar
• Bondy, E., Ross, D. D., Gallingane, C., & Hambacher, E. (2007). Creating environments of success and resilience: Culturally responsive classroom management and more. Urban Education, 42(4), 326–348. doi:10.1177/0042085907303406
   Web of Science ®Google Scholar
• Brookfield, S. D. (2015). The skillful teacher: On technique, trust, and responsiveness in the classroom. San Francisco, CA: John Wiley & Sons, Inc.
   Google Scholar
• Brown, D. F. (2004). Urban teachers’ Professed classroom management strategies: Reflections of culturally responsive teaching. Urban Education, 39(3), 266–289. doi:10.1177/0042085904263258
   Web of Science ®Google Scholar
• Brown, J. R., Holloway, E. D., Akakpo, T. F., & Aalsma, M. C. (2014). “Straight Up”: Enhancing rapport and therapeutic alliance with previously-detained youth in the delivery of mental health services. Community Mental Health Journal, 50(2), 193–203. doi:10.1007/s10597-013-9617-3
   PubMed Web of Science ®Google Scholar
• Burks, D. J., & Robbins, R. (2012). Psychologists’ authenticity: Implications for work in professional and therapeutic settings. Journal of Humanistic Psychology, 52(1), 75–104. doi:10.1177/0022167810381472
   Web of Science ®Google Scholar
• Carmeli, A., & Gittell, J. H. (2009). High quality relationships, psychological safety, and learning from failures in work organizations. Journal of Organizational Behavior, 30, 709–729. doi:10.1002/job.v30:6
   Web of Science ®Google Scholar
• Carter, D. (2008). Achievement as resistance: The development of a critical race achievement ideology among Black achievers. Harvard Educational Review, 78(3), 466–497. doi:10.17763/haer.78.3.83138829847hw844
   Web of Science ®Google Scholar
• Carter, R. T. (1991). Racial identity attitudes and psychological functioning. Journal of Multicultural Counseling and Development, 19(3), 105–114. doi:10.1002/jmcd.1991.19.issue-3
   Google Scholar
• Carter, W. M. (2004). A Thirteenth Amendment framework for combating racial profiling. Harvard Civil Rights-Civil Liberties Law Review (CR-CL), 39, 18–39.
   Google Scholar
• Cokley, K. O. (2002). Testing Cross’s revised racial identity model: An examination of the relationship between racial identity and internalized racialism. Journal of Counseling Psychology, 49(4), 476–483. doi:10.1037/0022-0167.49.4.476
   Web of Science ®Google Scholar
• Cooper, K. S. (2013). Safe, affirming, and productive spaces: Classroom engagement among Latina high school students. Urban Education, 48(4), 490–528. doi:10.1177/0042085912457164
   Web of Science ®Google Scholar
• Dean, K. L., & Jolly, J. P. (2012). Student identity, disengagement, and learning. Academy of Management Learning & Education, 11(2), 228–243. doi:10.5465/amle.2009.0081
   Web of Science ®Google Scholar
• Delpit, L. (1995). Other people’s children: Cultural conflict in the classroom. New York, NY: New Press.
   Google Scholar
• Dlamini, S. N. (2002). From the other side of the desk: Notes on teaching about race when racialised. Race, Ethnicity, and Education, 5, 51–66. doi:10.1080/13613320120117199
   Google Scholar
• Eccles, J. S., & Roeser, R. W. (2011). Schools as developmental contexts during adolescence. Journal of Research on Adolescence, 21(1), 225–241. doi:10.1111/j.1532-7795.2010.00725.x
   Web of Science ®Google Scholar
• Edmondson, A. C. (2003). Speaking up in the operating room: How team leaders promote learning in interdisciplinary action teams. Journal of Management Studies, 40(6), 1419–1452. doi:10.1111/joms.2003.40.issue-6
   Web of Science ®Google Scholar
• Edmondson, A. C., & Lei, Z. (2014). Psychological safety: The history, renaissance, and future of an interpersonal construct. Annual Review of Organizational Psychology and Organizational Behavior, 1, 23–43. doi:10.1146/annurev-orgpsych-031413-091305
   Google Scholar
• Edmondson, A. C., & Roloff, K. S. (2009). Overcoming barriers to collaboration: Psychological safety and learning in diverse teams. Team Effectiveness in Complex Organizations: Cross-Disciplinary Perspectives and Approaches, 34, 183–208.
   Google Scholar
• Esteban-Guitart, M., & Moll, L. C. (2014). Funds of identity: A new concept based on the funds of knowledge approach. Culture & Psychology, 20(1), 31–48. doi:10.1177/1354067X13515934
   Web of Science ®Google Scholar
• Flyvbjerg, B. (2012). Case study. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (pp. 300–315). Thousand Oaks, CA: Sage.
   Google Scholar
• Foldy, E. G., Rivard, P., & Buckley, T. R. (2009). Power, safety, and learning in racially diverse groups. Academy of Management Learning & Education, 8(1), 25–41. doi:10.5465/AMLE.2009.37012177
   Web of Science ®Google Scholar
• Foucault, M. (1982). The subject and power. Critical Inquiry, 8, 777–795. doi:10.1086/448181
   Web of Science ®Google Scholar
• Heilbrun, C. (1988). Writing a woman’s life. New York, NY: Ballantine Books.
   Google Scholar
• Holley, L. C., & Steiner, S. (2005). Safe space: Student perspectives on classroom environment. Journal of Social Work Education, 41(1), 49–64. doi:10.5175/JSWE.2005.200300343
   Web of Science ®Google Scholar
• Howard, T. (2008). Who really cares? The disenfranchisement of African American males in preK-12 schools: A critical race theory perspective. Teachers College Record, 110(5), 954–985.
   Web of Science ®Google Scholar
• Howard, T. C. (2004). “does race really matter?” Secondary students’ constructions of racial dialogue in the social studies. Theory & Research in Social Education, 32(4), 484–502. doi:10.1080/00933104.2004.10473266
   Google Scholar
• Howard, T. C., & Denning del Rosario, C. D. (2000). Talking race in teacher education: The need for racial dialogue in teacher education programs. Action in Teacher Education, 21(4), 127–137. doi:10.1080/01626620.2000.10462986
   Google Scholar
• Kreber, C., Klampfleitner, M., McCune, V., Bayne, S., & Knottenbelt, M. (2007). What do you mean by “authentic”? A comparative review of the literature on conceptions of authenticity in teaching. Adult Education Quarterly, 58(1), 22–43. doi:10.1177/0741713607305939
   Web of Science ®Google Scholar
• Kreber, C., McCune, V., & Klampfleitner, M. (2010). Formal and implicit conceptions of authenticity in teaching. Teaching in Higher Education, 15(4), 383–397. doi:10.1080/13562517.2010.493348
   Web of Science ®Google Scholar
• Ladson-Billings, G. (1998). Just what is critical race theory and what’s it doing in a nice field like education? International Journal of Qualitative Studies in Education, 11(1), 7–24. doi:10.1080/095183998236863
   Google Scholar
• Ladson-Billings, G. (2009). The dreamkeepers: Successful teachers of African American children (2nd ed.). San Francisco, CA: Jossey-Bass.
   Google Scholar
• Langer-Osuna, J. M. (2011). How Brianna became bossy and Kofi came out smart: Understanding the trajectories of identity and engagement for two group leaders in a project-based mathematics classroom. Canadian Journal of Science, Mathematics and Technology Education, 11(3), 207–225. doi:10.1080/14926156.2011.595881
   Google Scholar
• Lee, H. (1982). To Kill a Mockingbird. New York, NY: Grand Central Publishing.
   Google Scholar
• Leonardo, Z. (2002). The souls of white folk: Critical pedagogy, whiteness studies, and globalization discourse. Race, Ethnicity and Education, 5(1), 29–50. doi:10.1080/13613320120117180
   Google Scholar
• Lerner, R. M. (2006). Developmental science, developmental systems, and contemporary theories of human development. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology (6th ed., pp. 1–17). San Francisco, CA : John Wiley & Sons Inc.
   Google Scholar
• Milner, H. R. (2003). Reflection, racial competence, and critical pedagogy: How do we prepare pre-service teachers to pose tough questions? Race, Ethnicity and Education, 6(2), 193–208. doi:10.1080/13613320308200
   Google Scholar
• Milner, H. R. (2007). Race, narrative inquiry, and self-study in curriculum and teacher education. Education and Urban Society, 39(4), 584–609. doi:10.1177/0013124507301577
   Web of Science ®Google Scholar
• Nembhard, I. M., & Edmondson, A. C. (2006). Making it safe: The effects of leader inclusiveness and professional status on psychological safety and improvement efforts in health care teams. Journal of Organizational Behavior, 27, 941–966. doi:10.1002/(ISSN)1099-1379
   Web of Science ®Google Scholar
• Neville, H. A., & Lilly, R. L. (2000). The relationship between racial identity cluster profiles and psychological distress among African American college students. Journal of Multicultural Counseling and Development, 28(4), 194–207. doi:10.1002/jmcd.2000.28.issue-4
   Web of Science ®Google Scholar
• Noddings, N. (2012). The caring relation in teaching. Oxford Review of Education, 38(6), 771–781. doi:10.1080/03054985.2012.745047
   Web of Science ®Google Scholar
• Oyserman, D., Harrison, K., & Bybee, D. (2001). Can racial identity be promotive of academic efficacy? International Journal of Behavioral Development, 25(4), 379–385. doi:10.1080/01650250042000401
   Web of Science ®Google Scholar
• Parham, T. A., & Helms, J. E. (1985). Relation of racial identity attitudes to self-actualization and affective states of Black students. Journal of Counseling Psychology, 32(3), 431–440. doi:10.1037/0022-0167.32.3.431
   Web of Science ®Google Scholar
• Pasque, P. A., Chesler, M. A., Charbeneau, J., & Carlson, C. (2013). Pedagogical approaches tostudent racial conflict in the classroom. Journal of Diversity in Higher Education, 6(1), 1–16. doi:10.1037/a0031695
   Web of Science ®Google Scholar
• Patrick, H., Turner, J., Meyer, D., & Midgley, C. (2003). How teachers establish psychological environments during the first days of school: Associations with avoidance in mathematics. Teachers College Record, 105(8), 1521–1558. doi:10.1111/tcre.2003.105.issue-8
   Web of Science ®Google Scholar
• Poulsen, J., & Fouts, G. (2001). Facilitating academic achievement through affect attunement in the classroom. Journal of Educational Research, 94(3), 185–190. doi:10.1080/00220670109599915
   Web of Science ®Google Scholar
• Purdie-Vaughns, V., & Walton, G. M. (2011). Is multiculturalism bad for African Americans? Redefining inclusion through the lens of identity safety. In L. R. Troop & R. K. Mallett (Eds.), Moving beyond prejudice reduction: Pathways to positive intergroup relations (pp. 159–177). Washington, DC: American Psychological Association.
   Google Scholar
• Rappopost, A. (1997). The patient’s search for safety: The organizing principle in psychotherapy. Psychotherapy, 34(3), 250–261.
   Web of Science ®Google Scholar
• Sherman, D. K., Hartson, K. A., Binning, K. R., Purdie-Vaughns, V., Garcia, J., Taborsky-Barba, S., … Cohen, G. L. (2013). Deflecting the trajectory and changing the narrative: How self-affirmation affects academic performance and motivation under identity threat. Journal of Personality and Social Psychology, 104(4), 591–618. doi:10.1037/a0031495
   PubMed Web of Science ®Google Scholar
• Sleeter, C., & Milner, H. R. (2011). Researching successful efforts in teacher education to diversify teachers. In A. Ball & C. Tyson (Eds.), Studying diversity in teacher education (pp. 81–103). New York: Rowman & Littlefield.
   Google Scholar
• Sue, D. W. (2013). Race talk: The psychology of racial dialogues. American Psychologist, 68(8), 663–672. doi:10.1037/a0033681
   PubMed Web of Science ®Google Scholar
• Taylor, P. C. (2013). Race: A philosophical introduction. (2nd ed.). Malden, MA: Polity Press.
   Google Scholar
• Toshalis, E. (2015). Make me!: Understanding and engaging student resistance in school. Cambridge, MA: Harvard Educational Press.
   Google Scholar
• Utsey, S. O., Chae, M. H., Brown, C. F., & Kelly, D. (2002). Effect of ethnic group membership on ethnic identity, race-related stress and quality of life. Cultural Diversity & Ethnic Minority Psychology, 8(4), 366–377. doi:10.1037/1099-9809.8.4.367
   PubMedGoogle Scholar
• Utsey, S. O., Gernat, C., & Bolden, M. A. (2003). Teaching racial identity development and racism awareness training in professional psychology programs. In G. Bernal, J. Trimble, F. Leung, & K. Burlew (Eds.), Racial ethnic minority psychology (pp. 147–166). Thousand Oaks, CA: Sage.
   Google Scholar
• Wallace, T. L., & Chhuon, V. (2014). Proximal processes in urban classrooms: Engagement and disaffection in urban youth of color. American Educational Research Journal, 51(5), 937–973. doi:10.3102/0002831214531324
   Web of Science ®Google Scholar
• Ward, J. V. (1990). Racial identity formation and transformation. In C. Gilligan, N. P. Lyons, & T. J. Hanmer (Eds.), Making connections: The relational worlds of adolescent girls at Emma Williard School (pp. 215–232). Cambridge, MA: Harvard University Press.
   Google Scholar