A Diverse Middle School's Struggle With Courageous Conversations About Race

• In Event: Roundtable Session 55
  In Roundtable Session: Negotiating Issues of Power, Race, and Culture Within Teacher Education

Abstract

Our main purpose was to examine whether training (monthly departmental meetings based on readings from the book, “Courageous Conversations,” as well as a Privilege Walk exercise) could enact change in middle school teachers’ self-awareness and perceptions about racial issues. Responses to open-ended survey questions showed that the Privilege Walk enacted increased teacher awareness of peers’ life experiences. Data collected on the Colorblind Racial Attitudes Scale showed that White and non-White teachers had divergent views regarding advantages that people have based on skin color. White teachers more strongly believed that discussions of race cause “unnecessary tension.” Although many teachers were reluctant and angry about the requisite discussions throughout the year, most perceived a need for continued dialogue about race.

Authors

• Terri Peters, Marywood University

• Mary Mancini Henderson, Long Branch Middle School

• Evelyn Cruz, Long Branch Board of Education