Let's Talk About Race, Baby

Let’s taLk about Race, baby 0000 6 0000

Accounts of teaching themes of White primarily comprised of White, middle-class it is worthwhile to address how I conceptu- privilege and racism to college students women in a suburban college setting. alize the way in which White people learn have been presented by Tatum (1992, 1994), However, some differences do exist. First, about their racial identity. As mentioned, Gillespie, Ashbaugh and DeFiore (2002), and I am a White, heterosexual male, so my Tatum (1992, 1994) depicts how Helms’ Rich and Cargile (2004). Tatum described own history, personal experience, and the (1993) model of racial identity frames the her experience as an African-American way in which I am experienced by others progression of her students’ level of racial woman teaching both White students and is different from that of both Tatum and awareness, ranging from obliviousness to students of color, albeit in predominantly Gillespie, et al. Second, I present themes racism (Contact stage) to reduced guilt, White settings, illustrating their growing of White privilege and racism within the an awareness of one’s role in perpetuating awareness of racism. Tatum framed this context of teaching a multicultural psy- racism and a desire to abandon entitlement change in students’ self-awareness within chology course, emphasizing that students (Autonomy stage). Similarly, Hitchcock Helms’ (1993) model of racial identity de- must first learn that there is such a thing (2002) applies Helms’ model to his own velopment. Gillespie, et al. depicted being as White culture which influences their experience as a White male, describing his White women teaching a class comprised understanding of other cultures (Katz, gradual progression from lower to higher predominantly of White, middle-class 1999; Hitchcock, 2002). Third, having been stages of racial awareness. In contrast, women, noting that the suburban college trained as a clinical psychologist, a number Rich & Cargile’s (2004) discussion of the setting allowed for a particular focus on the of the teaching methods I use differ from transformation of racial awareness that resistance to these topics that is typically those detailed by some authors, although occurs among students suggests that it is encountered when teaching White students. there is an appreciation of Helms’ racial not as linear as Helms’ model would sug- The authors utilized a four phase model identity model which Tatum (1992), also gest, but rather a “sometimes confused and which resulted in “a set of more purposeful a clinical psychologist, endorses. ongoing change that continually affects.” (p. strategies for teaching about Whiteness and Finally, being psychoanalytically ori- 362) This latter conceptualization suggests privilege” (p. 239). Rich and Cargile used ented, I interpret certain dynamics within that one might waver in their sense of racial “social drama” (Turner, as cited in Rich & the classroom from this perspective, with a awareness, shifting from enlightenment at Cargile, 2004) as a powerful mechanism for particular focus on unconscious processes one moment then back to denial, the next. learning. However, this learning was also on both the individual and group level. This Regardless of whether one accepts a made possible with a diverse classroom in article will present the teaching methods I paradigm of racial awareness that’s linear which over half the class was comprised of employ, addressing a number of the afore- (such as Helms’ stage model) or one which students of color. mentioned factors, with the hope that these is fluid, both suggest a sense of gradual Similar to Tatum (1994) and Gil- are additional tools which can be utilized change that is not immediate. Amenable to lespie, et al. (2002), I have taught classes in this critically important field of White both perspectives is the idea that a White privilege and anti-racism pedagogy. person’s level of racism is best depicted Peter Heinze is an assistant professor as sitting somewhere along a continuum. of clinical psychology Racism as a Continuum Both Helms’ and Rich & Cargile’s models in the School of Social Science and Human Services avoid the misguided notion that racism at Ramapo College of New Jersey, Mahwah, New Prior to discussing my approach to is reducible to a simple dichotomy: that Jersey. teaching about White privilege and racism, individuals are either racist or they are

MULTICULTURAL EDUCATION how a white pRofessoR teaches white students about white pRiviLege 000000000000000000000000000000000000000000000000000000000000000000000000000000000& Racism

0000 Peter Heinze

not. Of note, those who have scrutinized might still harbor, whether consciously or assumption, that once White students White culture are quick to identify that a unconsciously, racist thoughts. Therefore, understand White culture exists, it will reliance on Cartesian dualism (Monteiro & for both the way in which I understand provide them with an important founda- Fuqua, 1994) which drives a strong faith in myself as a White person and as a way tion with which to more comprehensively, the scientific method (e.g., linear thinking, to teach students, I embrace the idea of a and sensitively, understand the experience cause and effect relationships, quantita- continuum of racism, with individuals lo- of the other cultural groups studied in the tive emphasis) (Katz, 1999) is an integral cated at all points. It is this understanding course: African-, Latino/a-, Native- and component of the White Euro-American of White racial awareness that drives the Asian-Americans in the United States. Part worldview. Therefore, the tendency of core message of my pedagogy. of this increased sensitivity is an acknowl- White Euro-Americans to employ such edgement of the often nuanced way in which dichotomous thinking should be of little Pedagogical Assumptions power and privilege play into inter-cultural surprise. Additionally, as will be discussed interactions and relationships. Because of below, psychoanalytic group theory pro- The multicultural psychology course I the importance of having this as a founda- vides some further insight regarding the teach operates on a number of pedagogical tion for learning during the semester, the tendency of most Whites not to perceive of assumptions. First, it is counterproductive, strategy employed is to have students spend themselves as racist. and only serves to further tacit or uncon- the first few weeks of the course under- What makes Hitchcock’s (2002) account scious racism, if multicultural psychology standing White culture and White privilege of his own racial awareness so compelling ignores looking at Whites as “raced,” as we and how these interact with racism. is his courageous acknowledgement that, do with other groups we study. To teach The third pedagogical assumption is even with being married to a Black woman, multicultural psychology without first that an increased awareness of their own he has harbored tacitly racist thoughts. examining aspects of White culture, such White privilege and unconscious racism, as To his credit, he did not deny that he had as rugged individualism, Protestant work well as an understanding of the pervasive- these thoughts (one who denies having rac- ethic, future orientation, etc. (Katz, 1999), ness of institutional racism, allows students ist thoughts might be considered to fit into which contribute to the dynamics of White to understand the material on the other Helms’ “Contact” stage), rather he acknowl- privilege and racism sends the erroneous cultural groups studied in a substantively edged these and tried to understand their message that White culture doesn’t exist. different way. Rather than objectifying source. Being born White in U.S. society Of note, when asking students to dis- other groups as the ones “having culture,” makes it virtually impossible to be im- cuss the concept of White culture, one White students can appreciate that they exist mune from both mythical images of White male astutely noted that the word “culture” within a culture that influences the very superiority and the concurrent stereotypes almost by default implies “other” groups. He way in which they perceive, and judge, those of people of color. Hence, it is more realistic mentioned that when he heard the term he who they see as being culturally different. to consider that Whites don’t simply wake never thought of Whites as falling under Additionally, having White students up one day and pronounce that they are no the category “culture.” For readers curious early in the semester regularly discuss longer going to have racist thoughts (that about the subject, Hitchcock (2002) provides “racism” and “racists” desensitizes them they go from being racist to non-racist), an in depth discussion about the etiology to the terms. This is critically important, but rather even those who have engaged in and nature of White-American culture. since much of the experience of people self-reflection regarding their own racism This leads to the second pedagogical of color in the United States has been

FALL 2008 defined by the racist oppression of White occurs is that, cumulatively, the five or so into awareness the fact that Whiteness is America. Hence, when students read about groups of White students create a shorter never acknowledged by White people. Typi- aspects of African-, Latino/a, Native- and list of benefits (usually about six benefits) cally, a number of White students never Asian-American culture they are exposed than the single group of the students of color attempt the game and a range of justifica- to articles that liberally use the terms (usually about eight benefits). tions are offered. I ask these students to try “racist” and “racism” when referring to In the rare instance in which the White and consider some alternative, unconscious White-American policies and practices. students create a larger list, I ask the stu- reasons why they didn’t try the exercise. For example, Tong (1994) explicitly dents to consider the number of responses For those who do the exercise, the typical identifies racism as a core component of per student. For example in one class, 28 reaction is that it “Felt weird.” Asian-American psychology. Along these White students created a list of 14 benefits, We examine this reaction more fully lines, Karenga (1993) in discussing the whereas only two students of color created and gain an appreciation that the “weird- radical school of Black psychology, reviews a list of eight benefits—in other words ness” is due to the fact that they are ver- the work of authors such as Cress Welsing, students of color could think of four ben- balizing a heretofore unacknowledged dy- who clearly identified the role that rac- efits each, while it took two of their White namic…that Whites are perceived as the ism played in White consciousness, and counterparts to think of one benefit. “norm” and, therefore, do not need to be Wright, who described European Whites I then ask the class to interpret this labeled (e.g., “hyphenated”). Of course, ac- as psychopaths who are callous and absent phenomenon of the majority of Whites com- companying this tacit belief is that those of feelings of guilt. piling a shorter list of benefits (or propor- who aren’t the “norm” are in some way If White students are not first desensi- tionally fewer benefits per student) than “abnormal.” As this disparity is brought tized to terms such as “racist” and “racism,” their counterparts of color. White students into consciousness, White students realize as well as other descriptors that might be are usually struck with how challenging that the “weirdness” they describe feeling interpreted as pejorative, they are likely it is to create such a list. Doing so enables is, in fact, discomfort with acknowledging to respond defensively when reading such them to have a much more meaningful the position of power that they have been accounts of White Americans by authors of understanding of White privilege, and its ascribed in our society as a function of color. This can very easily result in White commensurate blindness, as depicted in their skin color. students not fully comprehending and articles such as “Unpacking the Invisible Essentially, the only difference between appreciating the important themes these Knapsack” by McIntosh (2002) in which the White students who try the exercise and authors are articulating, which translates the author lists 26 such benefits. those who don’t is a matter of risk taking. I into an outcome directly opposed to the Dyer (2002) discusses how Whites are would suggest that the underlying feeling intended objective of the course: having perceived as the “norm,” relegating other for both those who try it and those who don’t White students gain a greater appreciation cultural groups to hyphenated status (e.g., is the same: it “feels weird.” I try to have of multicultural psychology! African-Americans, Asian-Americans, Na- those who didn’t try the exercise consider However, if White students can spend tive Americans) which implies that these the possibility that, in fact, they are not that the first few weeks becoming comfortable groups are not the “norm,” or “abnormal.” different from those who did. with terms such as “racist” and understand To examine this dynamic, a version of an Another theme I present is conceptu- that their use does not mean that, as exercise called “The Race Game” created alizing racism on a continuum. As alluded Whites, they are inherently bad as indi- by Thandeka (as described by Hitchcock, to earlier, the tendency to accept the false viduals, there will be more of an openness 2002) is used. Outside of class, White dichotomy that people are either racist or to understanding the use of such descrip- students are asked, when in an all-White non-racist is one dynamic that plays into tors by authors of color in their accounts setting, to use the word “White” whenever the belief of many Whites that they are not of the experiences that non-White cultural they are describing an encounter with a racist. This is fueled and supported by the groups have had in the United States. Euro-American (Thandeka suggests that underlying Cartesian dualism that influ- the game be performed for a week). ences much of the White Euro-American Themes Covered, Exercises Used, For example, “I was at the supermar- worldview. Hitchcock (2002) describes and Teaching Tools ket and there was a White cashier who was this dynamic in more depth in his discus- so friendly” or “There was a White sales sion of Whites who consider themselves There are a number of themes re- clerk at the store today who was so rude.” “colorblind.” An illustration of this false garding White privilege and racism that The objective of this exercise is to bring dichotomy is presented in Figure 1. I typically address in class, often used in conjunction with experiential exercises to help promote learning. Additionally, the Figure 1 text for this portion of the course is White Racism as a Dichotomy: Emphasis Is on Behavior Privilege (Rothenberg, 2002) and it is used as a reference for the themes covered. One of the first themes is examined via No one in the - KKK an exercise entitled “The Benefits of Being Not White.” Students are divided into small Racist Middle! - White groups based on whether they identify as (Lot’s of gray area) Supremacist White or as a person of color. With a class - Neo-Nazis size of 30 students, this usually results in about five groups of White students and one - Hate Crime group of students of color. All groups have Perpetrator to write down as many benefits of being White as they can identify. Typically what

MULTICULTURAL EDUCATION

Racism as a Continuum: Emphasis is on Thoughts heated group discussion, highlighted by Figure 2 an emotional breakthrough on his part, Racism as a Continuum: Emphasisas well Is onas Thoughts Behavior as Well as Behavior that Dave is able to more realistically understand themes of White privilege and its connection to racism. Hence, the film provides a sharp contrast between a White man’s perception of his racism and the NotNot PrejudicePrejudice DiscriminationDiscrimination KKKKKK degree to which he is, in fact, tacitly racist. RacistRacist BiasBias SegregationSegregation SkinheSkinheadad In order to graphically illustrate this to the (Is(Is it itreally really StereotypingStereotyping (Non(Non Violent Violent NeoNeo-Nazi-Nazi class, I chart Dave’s self-perception vs. his possiblepossible to beto be (Thoughts,(Thoughts , Behaviors,Behaviors can, Can HateHate Crime Crime reality on a continuum (see Figure 3). Do- “bias“bias free”?) free”?) oftenoften includeinclude PerpetratorPerpetrator ing so provides a concrete visual regarding both the concept of racism as a continuum unconscious)unconscious ) consciouslyconsciously (Violent(Violent racist thinking) Behaviors) in addition to presenting the theme that racist thinking) Behaviors) one’s self-perception and reality are often not aligned. Conducting this exercise allows White students to identify with Dave and, Hence, on a conscious level most Whites To more concretely present this idea, in turn, vicariously gain some awareness don’t think of themselves as racist, and I draw a continuum such as that shown as they observe Dave’s own transformation the idea that they actually harbor, either in Figure 2. After doing so, I refer back to in his self-perception and racial awareness, overtly or tacitly, racist thoughts needs to the White man, Dave, in the Color of Fear resulting in a shift in their own racial iden- be presented. One way in which I convey video. I ask the class where they think tity per Helms’ (1993) model. this point is to first have students view the Dave perceived himself to be on the racism Additionally, by reinforcing the concept filmThe Color of Fear by Lee Mun Wah, in continuum both before and after the group of a continuum both verbally and graphi- which one of the individuals highlighted experience captured in the film. It is clear cally, White students are introduced to a is a White male, Dave, who is blind to his that prior to the group experience, Dave, non-dualistic/dichotomous way of thinking, privilege and, in turn, expresses tacitly like most Whites, perceived himself as something which is a bit of a challenge to racist thoughts which elicit much disdain “colorblind”—that everyone was the same their White Euro-American cultural per- among the men of color in the group. under the skin and that prejudice based spective. Doing so helps students to better After discussing the film, I ask stu- on skin color is wrong. He certainly didn’t appreciate the more holistic, and non-reduc- dents if they consider themselves to be consider himself to be racist, citing the fact tionist, features of African-, Asian-, Latino- racist. Typically, only a handful of students that he had many Latino-American people and Native-American cultures about which raise their hands (my guess is that it would working in his company with whom he had they will subsequently learn. be even be fewer if the question was asked good relationships. In the context of discussing the ten- the first day of class). I follow this ques- In a discussion in which the men of dency to dichotomize people as either rac- tion by asking, what is a racist? I chart color in the group describe some of the ist or non-racist, I introduce to the class the responses, which, for the most part, obstacles they have faced in their life- the psychoanalytic concepts of splitting identify White supremacists, such as the time, Dave voices the opinion that, while and projection first introduced by Mela- KKK and neo-Nazis. Responses that don’t discrimination has existed and is a bad nie Klein (Segal, 1973) and subsequently specifically identify White supremacists thing, people of color often create their applied to group relations theory (Wells, often identify overt behaviors such as own barriers where, in reality, they don’t 1990). Klein identified splitting and projec- racist epithets, vandalism, hate crimes, exist. Dave invokes the Euro-American tion as two rudimentary defenses which etc. This pattern of responding reflects cultural values of rugged individualism the infant uses in response to its primary the aforementioned erroneous dichotomy and the Protestant work ethic (Levy, 1999) caretaker. In simple terms, feelings of which many Whites employ to understand and suggests that simply working hard, as discomfort or anger which become too un- racists and racism—one is either a racist he believes he did, is the magic ingredient bearable for the infant to manage become (bad behavior) or not (no bad behavior). A that will eliminate the “perceived” barri- split off and projected onto another, often convenient by-product of such thinking is ers about which people of color express the primary caretaker. This is commonly that it allows White people to maintain a concern. It is only after a very intense and positive self-concept, since they perceive themselves as “good non-racists.” After charting the responses, I ask the Figure 3 Dave’s Self-Perception vs. Reality class what they notice about the answers. Dave’s Self-Perception vs. Reality Eventually, some students will mention that, for the most part, the responses Self-perception emphasize behavior. I then ask if only Self-perception behavior defines a racist, to which the students reply “No.” I then present the idea that some thoughts that an individual Non-Racist Reality Racist might not even consider to be racist might, Non-Racist Reality Racist in fact, be so. Presenting the discussion in m this manner allows me to introduce the Where one thinks they are on the continuum vs. where they are in reality possibility that racism does operate on a might be a source for potential misunderstanding when dealing in situations continuum—from White supremacist to in which sensitivity to diversity is required. White college student (and professor)!

FALL 2008 seen when, for example, a toddler sustains Cumulatively, when the people who rep- As such, I have found that one of a hurt, which was not due to any behavior resent the majority are organized on an the keys to effectively teaching about on the part of the caretaker, and the child institutional level these biases become in- themes of White privilege and racism proceeds to yell at the caretaker “It’s all stitutionalized, exponentially so. I feel it is is the degree to which I can use myself your fault! I hate you!” The anger result- important to emphasize to White students as a model with which White students ing from the injury is so intense that it is that, in fact, individual and institutional can identify. Regardless of the course, split off and projected onto the caretaker, racism are interwoven and, as future mem- many White students I have taught seem who is experienced as the source of hurt. bers of society’s institutions, their level initially hesitant to speak during class. Klein’s concepts of splitting and projection of individual bias will also be magnified Feelings of anxiety, self-consciousness, have been applied to intra- and inter-group exponentially as collective members of worries about what others may think, and relations (Wells, 1990). With regard to the institutions. concerns about saying something that will way in which Whites tend to dichotomize Logically, if the individuals who com- meet with my approval are just a few of their idea of who is racist and who is not, prise organizations begin to shift their the factors that appear to contribute to group relations theory would suggest that consciousness and address and limit their this dynamic of inhibition. French (1997) those perceived as the “true racists” (KKK, own racism, it will, in fact, affect the level discusses anxiety in the classroom from Neo-Nazis, etc.) are convenient targets for of institutional racism. If only a handful a psychoanalytic perspective, stating that the split-off, negative racist feelings that of White students experience a change in “simply being with others stimulates most Whites harbor. consciousness and a greater awareness primitive existential anxieties: In what Such a process allows the “average” of White privilege and racism, when they sense will we ‘meet’? At what level can White person to maintain a positive sense join the workforce they will be in positions we affect each other? Will I be accepted of self, as they can rid themselves of any to hire the person of color who otherwise or rejected, liked, loved, or hated, ignored undesirable qualities (racist thinking) by might not have been, be able to connect or even not noticed?” If we assume “meet- projecting these onto the “true racists,” who with the student of color in a more au- ing” the “other” generates anxiety, then are perceived as the containers of every- thentic way that demonstrably affects themes of racism clearly generate anxiety, thing bad. I suggest to the class that one learning, and be able to actually listen, as Whites must confront their treatment reason that KKK and Neo-Nazi types are and not dismiss, an employee of color who of those they consider to be the “other.” so intriguing to us is that it lets us com- has concerns about inequities and treat- Indeed, as Tatum (1992) notes, when fortably explore aspects of our own uncon- ment in the workplace. The abatement of White students discuss racism it often scious that we don’t want to acknowledge individual racism does, indeed, influence elicits strong feelings of guilt and shame exists. A more detailed analysis of why institutional racism. that can be experienced as anger and Whites are “attracted” to White suprema- defensiveness. One factor contributing cists is presented by Heinze (2006). Using Myself as a Model to this dynamic has been described by One caveat in presenting racism as a Lewis-Charp (2003), who noted how White continuum is that it might lead to the er- Should I, a White, Euro-American students often are hesitant to speak about roneous assumption that racism is simply instructor, be teaching about racism and race-related themes for fear that they a matter of individual awareness and that White privilege? One of the first questions will be misinterpreted and judged by stu- eradicating racism can be accomplished that I had to ask myself before deciding to dents of color. Indeed, when Whites have solely by changing one’s level of aware- teach about these topics was “Do I have the negative experiences in cross-cultural ness. Clearly, institutional racism is an necessary self-awareness of my own racism groups, it can actually serve to harden insidious culprit in terms of the experience in order to adequately teach about White preexisting prejudices and biases, due to of people of color in the United States. In privilege and racism?” If, when consider- a self-fulfilling prophecy along the lines of order to avoid the pitfall of having students ing this question, I felt that either I was “See, I knew these people would be angry, perceive racism as simply an issue of indi- not racist or had “worked through” all my hostile, etc.” Although there are typically vidual change, a number of contributions racist thoughts/feelings, it might well have very few students of color in my courses, which address the role of institutional served as an indicator that I was not yet I suspect that the phenomenon described racism are presented in the White Privi- ready to teach about these themes. by Lewis-Charp is at play. lege text (Rothenberg, 2002) and these are Ironically, I feel it is my ability as a One of the most important ways in thoroughly explored in class. An attempt is White instructor to acknowledge my own which I can allay student fears and, in turn, made throughout the course to delineate racism that most likely makes me best increase verbal participation is by using how individual and institutional racism able to teach about it. Hence, I feel that myself as a model in teaching the material. I are distinct but also intertwine. one of the essential qualities necessary for do this in a number of ways. First, acknowl- However, I would also ask the reader teaching about White privilege and racism edging my own humanness is essential. to consider that often individual racism is a heightened sense of self-awareness. Specifically, I consistently emphasize that and institutional racism are conceptual- Without this awareness, I would imagine the tendency to stereotype and form bias is, ized as discrete entities, another dichotomy that the White instructor ventures into very in great part, due to the natural tendency of which, I would argue is erroneous. As Katz dangerous territory, being potentially blind the mind to organize and structure stimuli (1999) notes, to their own racism while teaching a topic in (Cave, 1997; Macrae & Bodenhausen, 2000). which one of the cornerstones of learning is As Myers (2005) states, organizations are made of individuals, the lack of acknowledgment of blindness on and the ‘life’ and ‘thoughts’ and ‘systems’ the part of White Euro-Americans in U.S. Stereotyped beliefs and prejudiced at- of the organizations are human systems. society. In other words, the White instruc- titudes exist not only because of social And individuals are always to some degree conditioning and because they enable tor unaware of his/her own racism is likely a product of their culture. The cultural people to displace hostilities, but also as level interacts with all others and informs to reenact in the classroom the dynamic of by-products of normal thinking processes. them. (p. 1) blindness to power and privilege that exists Many stereotypes spring less from malice and persists in our society.

MULTICULTURAL EDUCATION of the heart than the machinery of the same” or “Why should there be a need for My experience has been that this mind. (p. 357) Affirmative Action, I think that’s reverse technique achieves a number of goals: (1) racism,” a clear opportunity for learning The student making the comment feels Based on this reality, I regularly com- has taken place. It is critical that in such validated and is most likely to continue municate to my students that, because this a moment the student not feel criticized participating; (2) It allows me to model ac- is a normal human predilection, I also still for making this comment, as the result ceptance and tolerance of dissenting points wrestle with trying to disentangle myself will likely be embarrassment, disappoint- of view, a critical skill that, as educators, we from the stereotypes of people of color, as ment, and anger, not to mention the clear want to model and which students need to well as the stereotype of White supremacy, possibility that the student will no longer acquire when discussing emotionally laden which U.S. society, from birth, engrains participate in class. If that were to hap- issues; (3) The class as a whole is able to in the minds of Whites. Specifically, I dis- pen, the student’s learning, for all intents take ownership of a theme and actively en- close instances of my own racist thoughts, and purposes, would cease. It is in these gage in understanding, as opposed to simply emphasizing that even as someone who moments that I try to both support and feeling as if they are forced to digest either consistently works on greater awareness validate the student while simultaneously my point of view or those of the assigned and sensitivity with regard to White privi- challenging her/his preconceptions. readings—this also unravels the myth that lege and racism, I still am subject to being When such a comment is made, the all the knowledge is located within the “ex- conditioned as a White, heterosexual male first thing I do is try to remind myself that perts” (me and/or the readings) and that the in U.S. society. I also cite other prominent the student’s comment may not necessarily students, in reality, possess the knowledge White anti-racist authors, such as Hitchcock indicate disagreement with the material to address these themes in a cogent manner, (2002), who disclose similar experiences of being presented, but might actually reflect which they do; and (4) It avoids the unpleas- grappling with and trying to understand a reaction to the new information being ant dynamic of censorship. their own tacit racism. Illustrating to the taught, which contradicts their existing Unfortunately, many well-intentioned class that there are good White people worldview. The act of disagreeing might ac- individuals committed to social justice can (hopefully like their professor!) who actually tually indicate a subtle shift in the student’s become angry at those seen as perpetrating have “bad” thoughts helps to free the stu- point of view and simply may be the best injustice and, in response, can respond by dents from the dichotomous trap of seeing way the student can express it. In a sense, either dismissing or silencing those who themselves as “bad” people if they happen I look at the disagreement as veiled inter- are perceived to echo or support the voice to entertain similar thoughts. est. Doing this puts me in a psychological of the “oppressor.” Such an approach does Using myself as a model in this way place which allows me to not be defensive not consider the possibility that those not only reinforces the idea of racism or impatient with the student. I also remind perceived as expressing support of the existing along a continuum, it allows the myself that in my own past I might have “oppressors” might simply be blind to a students to see me as similar to them. As maintained such thoughts as well. number of privileges and that acknowledg- a result, I avoid creating the false image Additionally I try to keep cognizant of ment of such privilege, and the blindness of the professor who possesses all the the fact that, as group relations theory sug- to it, can only be gained through additional knowledge on how to not be racist versus gests (Wells, 1990), most likely the student learning, increased self-awareness and the students who are in an “uninformed” making the comment is not the only one greater insight, which certainly cannot racist condition, simply waiting for the who maintains that point of view. Rather, occur if one is feeling criticized or attacked professor to impart all of his wisdom. By it is safe to assume that a number of stu- for their point of view. avoiding this dynamic, students see me dents share the perspective of the student, I would also suggest that those who as more real, approachable, and, most who happens to be speaking on behalf of engage in such harsh criticism of individu- importantly, fallible. The more real and this group. Hence, if I am critical of the als who they perceive as expressing the less-than-perfect I appear to the students, student’s comment, I risk alienating not just sentiments of the “racists” are also falling the more likely they will be to acknowledge that student, but most likely a number of into the trap of dichotomously viewing their own imperfections and feel comfort- others who share such sentiments. Clearly, people as neatly fitting into only one of able presenting what they often perceive this would result in silencing a number of two categories: the “racists” or the “non- as their “politically incorrect” thoughts. students, creating a less than maximal envi- racists.” If we as teachers of anti-racism However, as Gonsalves-Domond ronment for learning about such a complex, convey such a dichotomous perspective to (personal communication) suggests, this nuanced and sensitive subject. our students, we risk alienating those who process of self-disclosure on my part is also Next, depending on the context, I will otherwise might have been able to achieve easier for a White male since, by contrast, praise the student for having the courage a shift in consciousness. an instructor of color has much more to risk to make a statement that challenges the However, it is also important to remain disclosing such personal biases in front of point of view being expressed. However, cognizant of the fact that those committed a predominantly White class. Hence, White rather than address or contradict the stu- to social justice who might express their privilege allows for self-disclosure to be an dent directly with my own point of view, I outrage by dismissing or silencing students easier task for me. will make a statement that will turn the might not only have been traumatized in The point at which students begin student’s comment into a springboard for their lifetime by oppression, but also are offering comments that they might have class discussion. This is done by making likely to experience a form of retraumatiza- previously kept silent is when the real a statement such as “Thanks, Susan, for tion in the classroom (Gonsalves-Domond, “work” takes place. I perceive this as the making that comment. Many people of- personal communication). In other words a first “baby step” in shifting along the ten feel that way, but they are afraid to professor of color (or of any other oppressed continuum. When a student offers an idea verbalize such thoughts, so I appreciate group) has to consistently work against that might be blind to dynamics such as your honesty. What does the class think being the target of students’ projections institutional racism, such as “My fam- of the idea of (reverse racism, individual in way that I, as a White, heterosexual, ily came here from another country and responsibility, etc.).” male, do not. For an instructor who has succeeded, why can’t Black people do the

FALL 2008 experienced such trauma, it clearly is more way by telling the story for her so that Handling the Reaction difficult to deal with the student opinions the class would understand. Historically, to Student Acceptance or Rejection that echo the views of oppression and one dimension of “liberal” racism to which of White Privilege privilege, making the desire to silence such Whites have been blind is the disempow- ideas understandable. Indeed, my own be- ering message that their well-intentioned When White students recognize their lief that students should not be silenced for paternalism evokes. In my attempt to own skin color privilege, it typically results expressing these views is certainly influ- “protect” Isabelle, I sent a dangerous in a spectrum of reactions, marked by ei- enced by my own White privilege and the message to the class—that students of ther an acknowledgment of the reality of absence of such trauma in my own life. color, and those with accents, are unable White privilege or denial and resistance Another dynamic I attempt to model to express their own ideas and, in some at each extreme. I would argue that all is that awareness of White privilege and way, need assistance from White men. the reactions are triggered by similar racism is about learning and not knowing. I However, as soon as I was done telling emotions, and it is only the degree to emphasize that I am still engaging in a pro- the story, I immediately shared my inter- which students are in touch with these cess of learning: learning about the subtle nal dialogue with the class. This was an emotions that determines whether they and tacit ways in which White supremacy opportunity for the class to witness an in acknowledge or deny White privilege. As and racism play out in U.S. society and vivo example of unconscious racism. I was mentioned above, the feelings that seem how this, beyond my awareness, can cause sure to point out what just happened: How I to be most commonly expressed are guilt me to adopt racist thinking. By conveying had, without full awareness, acted in a way and/or shame. When individuals experi- to the students that I am still learning as that sent a message about my perception of ence guilt and/or shame, they can either well, I am modeling the stages of racial the capability, or lack thereof, of a student acknowledge or deny such feelings. Hence, awareness that Helms (1993) describes of color. I emphasized that this, indeed, was comments such as “I wish I wasn’t White,” while also avoiding perpetuating the false an example of how subtle racism can be. express the acknowledgement of guilt and/ dichotomy that there are those who reach Importantly, had I not disclosed my or shame, while statements such as “Well the point where they’ve learned all there thoughts to the class, I doubt it would have what about reverse racism?” reveal a desire is to know about racism versus those who gone unnoticed by all students. I believe stu- to deny the experience of such feelings. are ignorant. dents are quite sensitive to such nonverbal Regardless, I find it important to remind and indirect behaviors on the part of their myself that, most likely, the students are In vivo Examples of Racism professors and derive much meaning from actually experiencing the same core emo- these actions. Additionally, had I not real- tions even though their expressed thoughts One of the best ways in which I can ized this slight, or realized it and decided might appear to be quite contradictory. demonstrate that I am still subject to rac- not to mention to the class, I would have In response to these reactions, I em- ist thoughts, even with having done much sent a message that defied the very themes phasize that this topic is not about making work regarding my own racism, is by ver- I was attempting to teach: that racism is White people feel guilty or badly about balizing when such thoughts occur during often not overt aggression, but manifests themselves. Rather, it’s about White privi- class. This provides an in vivo example of itself in a range of subtle and nuanced ways lege and how one addresses it once it has unconscious racism for the students. and, in fact, it is often blindness on the part been acknowledged. The objective is not so An instance which comes to mind of well-intentioned whites that contributes much relinquishing one’s privilege as much occurred during a class exercise in which to various forms of racism. as it is doing what is necessary to ensure students, in small groups, were discuss- Earlier when I discussed whether I that all people receive the same benefits. ing their experiences with racism. When thought, as a White person, I was equipped This is the point at which students can Isabelle (a pseudonym), a Latina student to teach about racism, I mentioned that begin to consider what they can do to begin who spoke with an accent, described to it should only be taught if one has the balancing the scales. This is followed by a her group an incident in which she had sufficient level of self-awareness about discussion about what Whites can do to friends who were interrogated by a police their own level of racism. I would add address issues of White privilege and rac- officer I asked her to tell it to me. When it that in addition to self-awareness, the ism, allowing students who are so inclined came time to share stories with the class, instructor also needs to be courageous. I to consider a range of ways in which they I asked various students to do so, and they would suggest that the above example is can help. At the college at which I teach, proceeded to share their experiences. How- the necessary level of self-awareness and I helped create a White student anti-rac- ever, when it was Isabelle’s turn, I began courage to which I am alluding. When I ism group, which has become one avenue to tell her story for her. I did so because, teach White students about racism, not through which students can exercise their consciously, I was concerned that because only do I need to be aware of instances in anti-racism activism. of her accent the students would not un- which my own racism surfaces, I also have derstand Isabelle’s story. After I began to possess the courage to disclose such The Professor as Therapist speaking, I immediately wondered why I thoughts to the students. Revealing such I am very aware of the degree of fear felt the need to tell the story for Isabelle, subtle instances of racist thinking helps White students have regarding learning rather than have her tell the class itself. to make these dynamics more tangible to about White privilege and racism. There- From a logical standpoint, if I was the students. By doing so the experience of fore, I consider the learning of this subject able to understand Isabelle’s story, the having negative thoughts and feelings that matter analogous to therapy. While therapy students in class certainly could. However, whites maintain, but are typically hesitant has innumerable benefits, these are only racism isn’t logical. On an unconscious to express, is normalized, hopefully making achieved at the cost of being confronted level, I felt the need to act paternalistic, the students more comfortable in express- with aspects of ourselves we prefer not to an all too common vestige of the Euro- ing such thoughts as well. American legacy of treatment of people acknowledge. When White students begin to of color, and to protect Isabelle in some examine White privilege and racism, a similar dynamic occurs. Students often begin to

MULTICULTURAL EDUCATION feel guilty about the benefits they derive psychotherapy patients exhibit when they have developed a few methods of doing so in U.S. society solely by virtue of their skin are feeling ambivalent or reluctant toward which are listed below: color (Tatum, 1992, 1994; Gillespie, Ash- treatment. I have seen resistance among u I try to be aware of, and in touch baugh, & DeFiore, 2002). They feel badly White students manifest in a variety of with, my own anger, frustration, im- about a part of themselves to which they ways, and while I don’t always necessar- patience, etc. that is elicited by some had previously been blind, often expressing ily have specific “solutions” or techniques students (this is similar to the psycho- negative feelings about being White. One for handling it, simply understanding the analytic concept of countertransfer- way in which I try to address this dynamic is student behavior as resistance allows me ence), reminding myself that I still by emphasizing that learning about White to keep my own impatience and frustra- maintain tacitly racist thoughts and privilege and racism is not about White tion at bay. am continuing to learn. It is important people being “good” or “bad.” I suggest that Some examples of resistance among that I not engage in the same splitting this learning is essentially about becoming White students that I have encountered and projection (making my students aware of skin color privilege that has been are: the target of my split off feelings) that bestowed upon us and, once we recognize u Sticking to an original point of view I describe as common among Whites that we benefit from this privilege, it can in the face of alternative evidence. when exploring racism. mobilize us to take action which helps to rectify inequities in our society. u Questioning the legitimacy of u I remind myself that the material Another frequent by-product of psy- the authors (i.e., “How old is this might be triggering feelings of dis- chotherapy is that increased self-aware- stuff?!”). comfort within the students. ness often triggers changes in one’s interpersonal relationships. These changes can u Denial (“I grew up in an all White u I try to consider some forms of re- often result in confronting dysfunctional town without racism,” “Some of my sistance as a veiled form of interest. patterns of relating that, previously, were best friends are…”). As mentioned earlier, some students might be struggling with ideas that accepted as “normal,” even healthy. Once u Suggesting they are victims of other challenge their existing worldview. the individual becomes aware of the uncon- forms of oppression. For example, it To assume that they would easily scious ways in which they have become in- is not uncommon that, when asked and blindly change their point of tertwined in various relationships, conflict to discuss how White privilege and view without some resistance is often ensues as the unhealthy dynamics racism have affected their own lives, unrealistic. are challenged. I have had White students White students will often begin voice similar concerns. They have men- speaking about sexism or classism. u I try to remain aware of, and sensi- tioned feeling awkward discussing racism While studying racism certainly does tive to, the fact that for some students with their family, partners, and friends, not preclude discussing other “isms” accepting the existence of White describing a general feeling of discomfort (quite to the contrary, I often will use privilege and racism means potential in anticipation of the reaction they will examples of male privilege in order to conflict with their family/friends. receive in response to their newly acquired make the connection for understand- u I assume that the idea expressed is perspective. And, just as in therapy, when ing White privilege), I have to be not simply that of one individual, but people often discontinue treatment just as aware of the context in which these held by many members of the class. they start to become aware of this poten- discussions arise. When White stu- tial discomfort within themselves and/or dents are asked explicitly to consider u I try to avoid arguing a point direct- their relationships, some students seem to how they might have engaged in rac- ly with a student. This only causes revert back to their original level of blind- ist thinking or behavior in their own the student to withdraw, and silence ness as the fear generated by examining lives and, instead, respond by citing those who agree with the sentiment. themselves and/or their relationships ap- how they are, in fact, victims of some I would also suggest that students pears to be too great. Hence, they often hold other form of oppression, I see this as who do this are, unconsciously, trying on rather fiercely to their prior beliefs, as an attempt to exculpate themselves to draw me in to a conflict because if change appears to be too daunting. These from feelings of guilt associated with I get angry or contentious, I then can therapy-like dynamics support the idea being a member of a dominant group be vilified as the “mean” professor that a “safe space” (Tatum, 1992) needs that has been associated with perpe- whose message should be ignored. to be created in the classroom, so that not trating oppression. Rich and Cargile only exploration of these emotional issues, (2004) use the term “diversion strate- u Not all student objections are resis- but oneself as well, can be undertaken. gies” to describe this dynamic, citing tance. However, the strategy of turn- Resistance is another consequence examples of how White women will ing the objection into a question for of psychotherapy. Tatum (1992, 1994), change the topic to feminist issues, group discussion also keeps me from Gillespie, Ashbaugh, and DeFiore (2002), gay and lesbian students will equate becoming directly engaged in arguing and Rich and Cargile (2004) all discuss racism with homophobia, etc. with the student. This allows students instances and types of student resistance, to examine their underlying assump- so some of what follows reiterates dynam- u Avoiding suggested experiential tions without feeling attacked. ics discussed by these authors. However, exercises, readings. u Occasional appropriate humor I hope it is still deemed worthwhile to u Absence, lateness. (laughing at myself) helps to ease identify these patterns of resistance. Due the tension. I would warn that humor to my psychoanalytic orientation, I tend to Handling Resistance needs to be used with much discre- consider a number of White students’ be- tion, for it is often used as a defense haviors as resistance to discussing White As mentioned above, I am not always against feelings of discomfort. I would privilege and racism, similar to that which able to handle such resistance. However I suggest against using humor until

FALL 2008 one has accumulated a good amount vey that he appreciated the themes being lege and racism in the context of a multi- of experience teaching this topic to discussed and wanted to make some sort cultural psychology course allows White White students. of connection with me. students to have a greater appreciation The following is an e-mail received for the history and subjective experience of Student Reactions to the Subject from a White female student after attend- people of color in the United States, as this ing a talk by Jamal Joseph, a former Black history has been irrevocably influenced by While I don’t have any empirical data Panther, who was speaking at the college: White culture. (a very Euro-American cultural tendency) Using a continuum of racism as a to demonstrate student learning, there is After class today I went the gym to meet my friend… for our routine workout, and pedagogical tool has also allowed for the quite a bit of anecdotal evidence that nicely introduction of psychoanalytic group re- reflects the way in which students react to he asked how class went and I simply told him that we went to see someone speak at lations theory, helping students to think and learn the material. The first assign- our school who was a Black Panther...need more critically about the misleading cat- ment in the course is a reflection paper I say more, I was cut off from my happy- egories of “racist” and “non-racist.” in which students are asked to apply the I’m-feeling-great-because-I’m-challeng- Hopefully, the methods described will themes raised in both the White Privilege ing-the-world-kick and educating myself enable other White instructors of White text (Rothenberg, 2002), the Color of Fear is exciting...and was smacked in the face students to more effectively deal with the video and class discussions to their under- by a bitter response, “I hate those racist bastards.” Oh well, let’s try to be nice resistance, often fueled by feelings of guilt standing of their own White privilege. and shame, that is typically encountered The comments in papers of a number about it, I thought. So naturally I questioned him and said, well why. “I’m just when teaching about White privilege and of White students reflect a new under- sick of people today going off on their rac- racism. standing of White privilege and racism ist pity and whatever those guys did was which, in turn, fostered a shift in their own totally disgusting and really terrible. I’ve References racial awareness. The following are some read a lot and know a lot of history about excerpts. them, and what they did was bad.” Well, Cave, C. (1997). Very long-lasting priming in from hearing what I heard today from Ja- picture naming, Psychological Science, 8, Before taking this class I was never able mal, and having really only that positive 322-325. to answer the question as “what makes exposure to it, I was taken aback. Dyer, R. (2005). The matter of Whiteness. In P. someone White”? Even at this moment I I just wanted to thank you for exposing Rothenberg (Ed.), White privilege: Essential have vague understandings of Whiteness. us to Jamal’s presense (sic) and knowledge. readings on the other side of racism (pp. 9- Perhaps this, in itself, is part of the answer. There is so much out there that I’m striving 14).(2nd ed.). New York: Worth Publishers. Whiteness is not talked about, it is just to learn and to better myself by becoming French, R. (1997). The teacher as container there. It is an almost unconscious accep- more aware. I am very self-aware, but I’m of anxiety: Psychoanalysis and the role of tance of a created concept that is not even learning to broaden that vision to what teacher. Journal of Management Education, concrete, and is nearly impossible for most happens outside of my domain … Today 21(4), 483-495. people to explain...I am a White person, I realized that there is so much to learn Gillespie, D., Ashbaugh, L., & DeFiore, J. (2002). and I define myself as such, and I don’t and that there is so much to question. I’ve White women teaching White women aboiut have a clear answer as to what “Whiteness” questioned a lot about my self-structure White privilege, race cognizance, and social is. This problem is reflected in every White (sic) and what really makes me feel and action: Toward a pedagogical pragmatics. Race person I know, and perpetuates such things believe what I have come to feel and be- Ethnicity and Education, 5(3), 237- 253 as invisible White privilege and invisible lieve. I ultimately want to understand I Heinze, P. (2006). Why White people love White White supremacy. (White female student) am very accepting of differences I learn supremacists: A psychoanalytic group rela- At first I had not thought of myself as about and am more than open-minded tions perspective of White anti-racism. The racist…I have learned that I was totally about wanting to explore more. I’m really Whiteness Papers, 5, 1-11. unaware that by not considering myself enjoying this awakening, back to the social Helms, J. (1993). Black and White racial identity. White I was committing a racist process. It world. I haven’t been here in a while and Westport, CT.: Praeger. would have been hard to say that, but I am it’s a bit of a shock, because like I said I’ve Hitchcock, J. (2002). Lifting the White veil. proud now to know that I have had these been questioning a lot of my foundations Roselle, NJ: Crandall, Dostie, & Douglass. thoughts and that I am in the position and am really learning a lot about myself. Lewis-Charp, H. (2003). Breaking the silence: to change that, because I am consciously I just want to thank you in advance for White students’ perspectives on race in aware of myself, my perceptions, and how offering as much knowledge as you have multiracial schools. Phi Delta Kappan, 85(4), that affects others in my culture and in dif- to all of us. This is really an honor to learn 279-285. ferent cultures. (White female student) and explore and share with one another Karenga, M. (1995). Black psychology. In K. our experiences and thoughts. Monteiro (Ed.), Ethncity and psychology (pp. Hello, I am a White American male, and I 21-39). Dubuque, IA: Kendall/Hunt. am racist…I feel much more comfortable Conclusion Katz, J. (1999). White culture and racism: Work- calling myself racist where in the past I ing for organizational change in the United would never have considered ever think- There are a variety of methods by States. The Whiteness Papers, 3. ing of myself as racist because now I see which the themes of White privilege and Macrae, C., & Bodenhausen, G. (2000). Social it differently. (White male student) racism can be presented to White students. cognition: Thinking categorically about others. Annual Review of Psychology, 51, By using the concept of racial identity a Another subtle way in which I have 93-120. noticed that students are actively engaged continuum of racism can be considered. McIntosh, P. (2005). White privilege: Unpacking in learning is through interactions I have Using such a continuum has allowed me, the invisible knapsack. In P. Rothenberg had with students outside of class. For as a White instructor, to use myself as a (Ed.), White privilege: Essential readings on example, one White male approached me model for the very concepts I attempt to the other side of racism (2nd ed.) (pp. 109-113). to talk about his mother’s experiences in a teach, making it easier to deal with much New York: Worth. Monteiro, K. (1995). Ethnicity and psychology. social services agency. What seemed more of the anxiety inherent in learning about such themes. Dubuque, IA: Kendall/Hunt. important than the actual content of his Monteiro, K., & Fuqua. (1994). African-Ameri- Furthermore, addressing White privi- story was the fact that he wanted to con- can gay youth: One form of manhood. In K.

MULTICULTURAL EDUCATION 10 Monteiro (Ed.), Ethncity and Ppsychology Tatum, B. (1992). Talking about race, learning ic socioanalytic perspective on interpersonal (pp. 59-79). Dubuque, IA: Kendall/Hunt. about racism: The application of racial iden- and group relations. In Gillette & McCollom Myers, D. (2005). Social psycholgy. New York: tity development theory in the classroom. (Eds.), Groups in context. (pp. 49-85). Read- McGraw-Hill. Harvard Educational Review, 62, 1-24. ing, MA: Addison-Wesley. Rich, M., & Cargile, A. (2004). Beyond the Tatum, B. (1994). Teaching White students about breach: Transforming White identities in the racism: The search for White allies and the classroom. Race, Ethnicity and Education, restoration of hope. Teachers College Record, 7(4), 351-365. 95, 462-476. Rothenberg, P. (2005). White privilege (2nd ed.). Tong, B. (1995). Asian American psychology: A New York: Worth. critical introduction. In K. Monteiro (Ed.), Segal, H. (1973). Introduction to the work of Ethncity and psychology (pp. 117-126). Melanie Klein. London, UK: Hogarth Press. Dubuque, IA: Kendall/Hunt. (Reprinted: Karnac Books, 1988). Wells, L. (1990), The group as a whole: A system-

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