Lessons about Race in Introductory Sociology

Abstract

RACE IS A TOPIC covered in most introductory sociology textbooks and taught in most introductory sociology courses. Teaching about race in a meaningful way in a general introductory course can be challenging. Davis (1992) and Pence and Fields (1999) discussed classroom responses to teaching about inequality that apply to teaching about race-resistance, paralysis, and rage. In my course, resistors deny that racism still exists, and if it does, maintain that they certainly are not racist. Other class members are tired of talking about race and cynically see classroom discussion as a code for airing politically correct views on the topic. These students put up a wall of silence. Some students express anger and opposition to acknowledging a history of racial oppression and their part in that history, while others have experienced the ubiquitousness of racism first hand. In such a climate, it is difficult to facilitate a dialogue that does not intensify resentment and fuel greater misunderstanding. Because race is such an emotionally laden topic, it is particularly difficult to create a classroom environment that is inclusive of