![]() ![]() Though my first efforts were tentative, the results were powerful. Designed "to provide students with an understanding of the psychological causes and emotional reality of racism as it appears in everyday life," the course incorporated lectures, readings, simulation exercises, group research projects, and extensive class discussion to help students explore the psychological impact of racism on both Whites and people of color. ![]() But as a clinical psychologist trained to facilitate emotionally difficult group discussions, I was intrigued by the experiential emphasis implied by the course title, and I took on the challenge.Īided by a folder full of handouts and course descriptions left behind by the previous instructor, a copy of White Awareness: Handbook for Anti-Racism Training, 1 and my own clinical skills as a group facilitator, I constructed a course that seemed to meet the goals outlined in the course catalog. None of my colleagues, all of whom had been trained in the traditional lecture style of college teaching, wanted to teach the course, which emphasized group interaction and self-revelation. ![]() INTRODUCTION A Psychologist's PerspectiveĪ S A CLINICAL PSYCHOLOGIST WITH A RESEARCH INTEREST IN B LACK children's racial identity development, I began teaching about racism many years ago when I was asked by the chair of the Black studies department of the large public university where I was a lecturer to teach a course called Group Exploration of Racism. ![]()
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