Abstract
Student resistance to learning about race and racism is pervasive and well-documented. Scholars have noted an array of direct and indirect resistance tactics. These range from withdrawal from class discussion or course withdrawal; questioning professorial authority in classrooms; and verbal and physical harassment and assault (Painter 2000; Tatum 2001; Tusmith and Reddy 2002; Lee and Johnson-Bailey 2004). In response, scholars have developed a variety of pedagogical approaches and techniques for confronting student resistance and/or providing the optimal context for teaching on race and other sensitive subjects. These responses to resistance to learning about race and racism include, but are not limited to: “frontloading” (i.e., providing a substantial amount of data establishing the reality of social inequality at the beginning of the course, and telling students ahead of time that they will be engaging in difficult subjects, and to expect discomfort) (Samuels, Fervber, and Herrera 2003); setting ground rules for discussion to ensure respect in the classroom (Allen, Floyd-Thomas, and Gillman 2001); assigning privilege inventories and/or other exercises, such as journaling, that encourage self-examination (Allen, Floyd-Thomas, and Gillman 2001; Sue 2003); and creating opportunities for self-generated knowledge (e.g., assigning interviews on racial topics) (Tatum 2001).Thanks to my two anonymous reviewers, Gena Chandler, and Emily Satterwhite for their helpful comments on the manuscript. Also, this work was presented as a faculty development workshop in 2004 sponsored by Virginia Tech's Center for Excellence in Undergraduate Teaching and at a panel on teaching and learning at the 2006 Annual Meeting of the APSA.