Conceptualizing Racism with Suburban High School Students in an Advanced Placement U.S. History Class

Autor/inn/en	Pellegrino, Anthony; Adragna, Joseph; Whitworth, Caleb
Titel	Conceptualizing Racism with Suburban High School Students in an Advanced Placement U.S. History Class
Quelle	In: Research in the Schools, 26 (2019) 2, S.1-16 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1085-5300
Schlagwörter	Advanced Placement; United States History; History Instruction; Suburban Schools; Classroom Research; Race; Racial Bias; Units of Study; Teaching Methods; Photography; Student Attitudes; Learning Processes; High School Students; Concept Mapping; Tests; Racial Differences; Intervention; Social Studies; Concept Formation + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Rasse; Abstammung; Racial discrimination; Rassismus; Lerneinheit; Teaching method; Lehrmethode; Unterrichtsmethode; Fotografie; Schülerverhalten; Learning process; Lernprozess; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Concept Map; Examination; Prüfung; Examen; Rassenunterschied; Gemeinschaftskunde; Concept learning; Begriffsbildung
Abstract	The nature and relevance of race and racism make it a critical topic to explore. We assert that social studies classrooms are appropriate places to engage in that exploration. However, although there are myriad resources to support teaching about racism, many teachers largely avoid the topic. To address this challenge, we used a classroom-based research design to devise and to implement learning activities directly to conceptualize race and racism with 32 students in 1 teacher's Advanced Placement U.S. history class. The learning sequence involved pre- and post-unit measures as well as small group and individual formative activities, including primary source, image analysis, and photovoice presentations. Findings suggest that implementing learning opportunities specifically focused on conceptual development supported some learners' deeper conceptualization of race and racism. Others, however, were challenged to move beyond these concepts as narrowly constituted, time specific, and less than relevant in their lives. We hope that these findings will inform educators seeking to help their learners' conceptual understanding of a topic that runs deep in our social studies curricula and in our society at large. (As Provided).
Anmerkungen	Mid-South Educational Research Association (MSERA). Web site: http://www.msera.org/publications-rits.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01