Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements

Facilitating Dialogues About Racial Realities


by Stephen John Quaye — 2014

Background/Context: Facilitating dialogues about racial issues in higher education classroom settings continues to be a vexing problem facing postsecondary educators. In order for students to discuss race with their peers, they need skilled facilitators who are knowledgeable about racial issues and able to support students in these difficult dialogues. Yet previous research on difficult dialogues has largely focused on students’ experiences in these dialogues and the outcomes they gain from participating in them with little knowledge about the roles of facilitators of these dialogues.

Purpose: The purpose of the present study was to examine how postsecondary educators facilitate racial dialogues.

Research Design: In this study, I employed case study methodology and conducted semistructured individual interviews with 22 participants, as well as examined participants’ syllabi to see how they structured their courses.

Findings: Findings reveal the practical strategies educators used to facilitate classroom-based racial dialogues, including utilizing group discussions, using various practical resources, developing ways for learners to apply racial concepts and theories to their lives, and providing ample space for students to debrief at the conclusion of the dialogues.

Conclusions/Recommendations: Major conclusions and recommendations from this study include the importance of White educators facilitating these dialogues, educators conceiving of knowledge differently, the importance of paying attention to the institutional and classroom cultures for these dialogues, fostering collaborations between faculty and student affairs educators to enable students to grapple with racial issues in classroom and cocurricular settings, and connecting racial dialogues with other historical forms of oppression like sexism and classism.



To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase Facilitating Dialogues About Racial Realities
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
$12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210


Cite This Article as: Teachers College Record Volume 116 Number 8, 2014, p. 1-42
http://www.tcrecord.org ID Number: 17500, Date Accessed: 12/12/2017 1:06:23 PM

Purchase Reprint Rights for this article or review
Article Tools
Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • Stephen Quaye
    Miami University
    E-mail Author
    STEPHEN JOHN QUAYE is an assistant professor in the Student Affairs in Higher Education Program at Miami University. His research explores the process and outcomes of students engaging in difficult dialogues as well as the roles of facilitators in these dialogues. Recent publications include Quaye, S. J. (2012). Think before you teach: Preparing for dialogues about racial realities. Journal of College Student Development, 53(4), 542–562, and Quaye, S. J. (2012). White educators facilitating discussions about racial realities. Equity & Excellence in Education, 45(1), 100–119.
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS