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ERIC Number: EJ859331
Record Type: Journal
Publication Date: 2009
Pages: 26
Abstractor: As Provided
Reference Count: 35
ISSN: ISSN-0011-0000
How White Faculty Perceive and React to Difficult Dialogues on Race: Implications for Education and Training
Sue, Derald Wing; Torino, Gina C.; Capodilupo, Christina M.; Rivera, David P.; Lin, Annie I.
Counseling Psychologist, v37 n8 p1090-1115 2009
Using consensual qualitative research, the perceptions and reactions of White faculty to classroom dialogues on race were explored. Difficult racial dialogues were characterized by intense emotions in both professors and their students, most notable anxiety, that interfered with the ability to successfully facilitate a learning experience for participants. Among the major obstacles that interfered with teaching competence were fears of revealing personal biases and prejudices, losing classroom control, inability to understand or recognize the causes or dynamics of difficult dialogues, and lack of knowledge and skills to properly intervene. A number of potentially effective teaching strategies were identified: (a) acknowledging emotions and feelings, (b) self-disclosing personal challenges and fears, (c) actively engaging the classroom exchanges, and (d) creating a safe space for racial dialogues. (Contains 1 table.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A