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Talking about Race, Learning about Racism: The …

Talking about Race, Learning about racism : The Application of Racial Identity Development Theory in the Classroom BEVERLY DANIEL TATUM Mount Holyoke College The inclusion of race-related content in college courses often generates emotional responses in students that range from guilt and shame to anger and despair. The discomfort associated with these emotions can lead students to resist the Learning process. Based on her experience teaching a course on the psychology of racism and an application of racial identity develop ment theory, Beverly Daniel Tatum identifies three major sources of student resistance to Talking about race and Learning about racism , as well as some strategies for overcoming this resistance.

evitably emerge in the classroom attentio when isn focused on race class, and/o, r gender. It is very difficult t talok about these concepts in a meaningful wa withouy t also talking and learning about racism classism, an, d sexism.1 The introduction of these issue osf oppressio often n generates powerful emotional responses in stu-

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Diversity in the Classroom - UCLA Equity, Diversity ...

equity.ucla.edu

on Diversity & Inclusion, The “Principles of Community” statement was developed by the Chancellor’s Advisory Group on Diversity, since renamed the UCLA Council which is comprised of representatives from administration, faculty, staf, students, and alumni. For more information or to download copies of the statement, please see

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on Diversity & Inclusion,

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n Avoiding tokenization (for example, calling upon one student to speak for/represent a whole group) when limited numbers of students from particular groups are represented in one’s classroom. Additionally, meeting the needs of diverse students requires an understand-ing of marginality and oppression, and how manifestations of marginality,

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CREATING A POSITIVE FOR DIVERSITY

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ly shows that positive interactions with other groups, higher levels of compositional diversity on a cam-pus, and positive perceptions of the campus climate are all positively associated with student learning, satisfaction, and success. Negative experiences with these same elements of the climate can have negative effects on student outcomes.

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