Radical Pedagogy

Radical Pedagogy (2016)

Volume 13 Issue 2

ISSN: 1524-6345





A Model and Method of Teaching Racial and Ethnic Prejudice in an

Introductory Psychology Course



Vernon E. Smith

Department of Social Sciences, Human Services, and Criminal Justice

Borough of Manhattan Community College, City University of New York, USA

E-mail: vsmith@bmcc.cuny.edu



Abstract

     Research and scholarship on the teaching of racial prejudice and discrimination in undergraduate college psychology courses typically centers on college instructors' efforts to modify negative views presumed to be held by white students against racial and ethnic minorities. While there is some evidence of backlash by white students who deny or resist statements about white racism and white privilege, scholarship on teaching racial and ethnic prejudice also point to other barriers that may negatively affect classroom instruction. The present work describes how college instructors may develop an introductory psychology curriculum informed by a value system encouraging self-reflection and a methodology that integrates issues of racial and ethnic prejudice into pre-existing psychology curricula. Racial and ethnic minority students may also benefit from efforts to integrate themes of racial and ethnic prejudice in psychology curricula. Although these specific pedagogical methods were tailored for a large urban community college composed mainly of African American and Hispanic/Latino(a) students, they may be useful in racially and ethnically homogeneous and heterogeneous classrooms. Reflections of the work put into practice, recommendations for future revisions, and limitations and directions for future research are offered.

     Keywords: college teaching, introductory psychology, racial prejudice, ethnic  

                       prejudice, curriculum



*The original publication lacked Table One and Appendix A both of which are available here.pdf