The Value of Dialogue Groups for Teaching Race and Ethnicity

Autor/inn/en	Weinzimmer, Julianne; Bergdahl, Jacqueline
Titel	The Value of Dialogue Groups for Teaching Race and Ethnicity
Quelle	In: Teaching Sociology, 46 (2018) 3, S.225-236 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0092-055X
DOI	10.1177/0092055X18767721
Schlagwörter	Race; Ethnicity; Group Discussion; Racial Attitudes; Ethnic Diversity; Racial Differences; Racial Identification; Student Attitudes; Sociology; Minority Group Students; Teaching Methods; College Students; College Faculty; Small Group Instruction; White Students; Comparative Analysis; Ohio (Dayton) + Suchen Sie Ihr Suchwort? Rasse; Abstammung; Ethnizität; Gruppendiskussion; Rassenfrage; Rassenunterschied; Schülerverhalten; Soziologie; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent; Fakultät
Abstract	Teaching sociological perspectives on race and ethnicity is challenging due to the predominance of color-blind ideology in our supposed postracial society. Students enter the classroom hesitant to discuss race or acknowledge ongoing racism. To better educate students and bridge the racial distance between them, we developed small-group, team-facilitated dialogues as a core course component. We explore results of pre- and postsurveys from students in two sections of Sociology of Race and Ethnicity taught by the first author, which featured dialogues, and one similarly structured offering from a different instructor without dialogues. In comparison to the class offering without dialogues, students who completed the dialogues showed greater mastery of core sociological concepts related to race and an increased commitment to supporting and promoting racial and ethnic equality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01