The Challenges of Engaging in Conversations and Activities Focused on Race, Ethnicity, and Identity in the Classroom
Learning from U.S. Based Teachers
Bibliographic Data
| ID | 7802242 |
|---|---|
| Authors | Megan Satterthwaite-Freiman (0000-0002-6359-8471, Harvard University, corresponding author), Kristia A Wantchekon (0000-0002-9967-9791, Georgetown University), Gladys Aguilar (0000-0002-0369-1148, Stanford University), Michael R Sladek (0000-0003-1697-438X, University of Oklahoma), Ashley Ison (0000-0003-0989-5720, Harvard University), Pamela Mason (0000-0001-5795-2668, Harvard University), Eric Soto‐shed (0009-0000-8166-0016, Harvard University), Eric Soto-Shed, Adriana J Umaña‐taylor (0000-0002-8618-0115, Harvard University) |
| Year | 2024 |
| Volume | 24 |
| Issue | 4 |
| Pages | 353-378 |
| Publication date | 2024-10-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Identity (JOURNAL) |
| Journal identifiers | ISSN: 1528-3488 • E-ISSN: 1532-706X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/15283488.2024.2340489 |
| OpenAlex | W4398216519 |
| Language | EN |
| Citations received | 6 |
| References cited | 47 |
In the last two decades within the United States (U.S.), discussing race, ethnicity, and identity with students in the classroom has grown in popularity but has also been met with significant backlash. As teachers navigate the calls for and against such work, they also weigh their own trepidations about these conversations. Professional development seeking to effectively prepare teachers for these conversations must take these concerns into account. The current study explored teachers' perceptions of the challenges related to engaging in conversations and activities related to race, ethnicity, and identity with their students in the classroom. The sample included 20 U.S. high school teachers (14 White, 2 Asian, 1 Black, 1 Black-Latinx, 2 Latinx; 80% female; teaching experience ranged from 1–27 years) recruited from three public schools in a large metropolitan area in the Northeast U.S. Data were gathered from face-to-face individual interviews. Findings from thematic analysis and consensual qualitative coding and analysis identified seven domains, 11 sub-domains, and 51 categories characterizing teachers' perceived challenges. Findings provide insights for how to support teachers' development of the capacities, mindsets, behaviors, and skills necessary for leading conversations about race, ethnicity, and identity with students
Ethnic group · Identity (music · Mathematics education · Pedagogy · Physics · Race (biology · Sociology · Anthropology · Critical Race Theory in Education · Gender Studies · Parental Involvement in Education · Psychology · Social Psychology · Teacher Education and Leadership Studies
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| Unique citing works | 6 |
|---|---|
| Citations per year | 3 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 6 |