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ERIC Number: EJ859802
Record Type: Journal
Publication Date: 2009-Sep
Pages: 2
Abstractor: As Provided
Reference Count: 11
ISSN: ISSN-0003-066X
Teaching White Privilege to White Students Can Mean Saying Good-Bye to Positive Student Evaluations
Boatright-Horowitz, Su L.; Soeung, Sojattra
American Psychologist, v64 n6 p574-575 Sep 2009
This article discusses the negative impact that teaching antiracism can have on teaching careers when students evaluate their efforts and abilities. The published literature abounds with anecdotes about negative student reactions to antiracism teaching, particularly when it involves teaching White students about White privilege. Students often reject both message and messenger, projecting their frustrations and emotions about this topic onto instructors. Therefore, the authors believe that student evaluations for some courses (e. g., psychology, sociology, geography, political science) should include items about whether students have acquired a less racist, more multicultural perspective.
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A