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 2 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 3 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.