Conversations about race between teachers and K-12 students have been found to improve racial attitudes for students of all races and to serve as a protective factor for students of color. This study examines perspectives of educators and youth in regard to these conversations, obstacles that impede them and factors that increase positive outcomes. Eighty-nine educators and 130 youth completed questionnaires that included multiple choice and open response questions. Samples were diverse in regard to race and geographic region within the US. Using descriptive statistics and thematic analysis, researchers found that these conversations generally have positive outcomes and often strengthen relationships. Obstacles include educators’ lack of preparedness, discomfort due to insufficient practice, and premature interruptions. Youth report that conversations are more beneficial when trust is already established and the topic is connected to their lived experiences. Participants offer recommendations to improve frequency, increase positive outcomes and minimize obstacles.
Wolkoff, Elana and Goodale, Ronda
"Conversations about Race between Educators and K-12 Students,"
Race and Pedagogy Journal: Teaching and Learning for Justice: Vol. 6:
2, Article 2.
Available at: https://soundideas.pugetsound.edu/rpj/vol6/iss2/2
Curriculum and Social Inquiry Commons, Educational Psychology Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Other Teacher Education and Professional Development Commons, Race, Ethnicity and Post-Colonial Studies Commons, Secondary Education Commons, Social and Behavioral Sciences Commons