Guess Who: Experiential Learning and Reflexivity in Race and Ethnicity Courses

Alicia L. Brunson, Chris Benedict Cartright

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

Experiential learning activities foster reflection and reflexivity which facilitate thinking critically about race and racism. In a previous study, we used a game to assess students’ race-talk and evaluate the impact of Race and Ethnicity (R&E) courses on racial ideologies. These activities provided opportunities for experiential learning and reflexivity. Instructors of R&E courses can use similar activities to encourage critical thinking about racial socialization, facilitate a more responsive pedagogy, and demonstrate teaching effectiveness. Students benefit from this experiential activity because they may develop a more critical understanding of racism, race, and ethnicity.

Original languageEnglish
Pages (from-to)333-338
Number of pages6
JournalSociology of Race and Ethnicity
Volume8
Issue number2
DOIs
StatePublished - Apr 2022

Scopus Subject Areas

  • Anthropology
  • Social Sciences (miscellaneous)

Keywords

  • Race and Ethnicity courses
  • colorblind racism
  • pedagogy
  • race-talk
  • white fragility

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