Course Description
Theories, policies, and practices are examined that focus on the psychology of race and racism in education. Student will deconstruct the impact race and racism has on the experiences of students, families, and educators in schools. A course goal is to support students’ race-consciousness and proactive engagement to address racial equity in schools.
Additional Requirements for Graduate Students:
Courageous Conversation (CC) on Race. Graduate students will
synthesize some aspect of the literature on race/racism and host
a CC with individuals, a community or student organization, by
leading a panel session. The panel is designed to promote
effectiveness in use of strategies to increase discussion around
race and equity issues. This course requirement prepares
graduate students for race work within local schools, community
groups, and professional organizations. Race Issues Proposal and
Paper. Graduate students will develop a paper proposal following
guidelines associated with a professional association meeting or
with manuscript guidelines for a journal. Graduate students will
be expected to synthesize research on a race topic and write a
paper that can be used for presentation or publication. Graduate
students engaged in thesis or dissertation research or in work
related to race issues will receive guidance on use of the
paper for professional purposes.
Athena Title
Ed Psych of Race and Racism
Equivalent Courses
Not open to students with credit in EPSY 4170E or EPSY 6170E
Semester Course Offered
Offered spring
Grading System
A - F (Traditional)
Course Objectives
Students will be able to: 1. reflect on and evaluate personal beliefs and experience related to racial issues in educational settings; 2. understand theories and terminology associated with race and racism; 3. recognize racial prejudice and oppressive institutional structures in education that marginalize some students and privilege others; 4. examine school policies and practices through a racial lens; 5. analyze the influence of racially (un)responsive environments on the psychological, social, and emotional development of students in schools; 6. understand the role of race in relationships within and between racial minorities and their peers, teachers, administrators, counselors at different developmental stages; 7. examine race-based research in educational psychology related to legal issues and court cases impacting the teaching and learning environments in schools; 8. understand culturally responsive approaches to addressing racial challenges that empower people to be proactive and reach their full potential; 9. demonstrate cultural competence in working with racially different groups and communities; and 10. develop a plan to promote racial justice and equity in an educational settings.
Topical Outline
• Self-Reflection on Racial Heritage • Defining Race and Racial Prejudice • Racial Oppressive Structures (Individual versus Institutional Racism) • Major and Minor Racial Movements: (e.g., Civil Rights Movement, Black lives matter) • Stereotype Threat in Assessment of Racial Groups • Racial Implicit Biases • Race Micro-Aggressions at Different Developmental Levels: (Elementary, Middle, High School, Undergraduate Education, Graduate School) • Racial Profiling: The School to Prison Pipeline • Racial Hate Groups and School Climate • Racial Identity Development • Race and IQ • Whitewashed Curriculum • Hip-hop Culture, Race, Teaching and Learning • Racial Equity Gaps in Achievement • Colorism, Acting White, and Peer Relations Issues • Disparate Impact in Schools: (Diversity and Equitable Representation in Academic Programs) • Affirmative Action in School Admissions (Recruitment and Retention Issues) • Race, Class, and Place in School: Suburban, Urban, and Rural Schools, Majority Minority Schools