Harvard Educational Review
  1. Spring 1992 Issue »

    Talking about Race, Learning about Racism

    The Application of Racial Identity Development Theory in the Classroom

    Beverly Daniel Tatum
    The inclusion of race-related content in college courses often generates emotional responses in students that rangefrom guilt and shame to angerand despair. The discomfort associated with these emotions can lead students to resist the learning process. Based on her experience teaching a course on thepsychology of racism and an application of racial identity development theory, Beverly Daniel Tatum identlyles three major sources of student resistance to talking about race and learning about racism, as well as some strategiesfor overcoming this resistance.

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    Spring 1992 Issue

    Abstracts

    Talking about Race, Learning about Racism
    The Application of Racial Identity Development Theory in the Classroom
    Beverly Daniel Tatum
    The Color of Success
    African-American College Student Outcomes at Predominantly White and Historically Black Public Colleges and Universities
    Walter R. Allen
    Participation and Degree Attainment of African-American and Latino Students in Graduate Education Relative to Other Racial and Ethnic Groups
    An Update from Office of Civil Rights Data
    Gail E. Thomas
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