Book Review: Teaching about Race and Racism in the College Classroom

Kernahan, C. Teaching about Race and Racism in the College Classroom: Notes from a White Professor. Morgantown: West Virginia University Press, 2019. Series: Teaching and Learning in Higher Education. ix + 238 pp. ISBN (paperback): 978-1-949199-24-6.

By Laura C. Driscoll, Boston University

In Teaching About Race and Racism in the College Classroom: Notes from a White Professor, Cyndi Kernahan takes an evidence-based approach to present effective pedagogy for facilitating learning about race and racism. Relying heavily on extant literature, she clearly outlines common issues that arise with students, the classroom environment, and the presentation of specific content, as well as providing concrete guidance as to how to move through the tension that so often accompanies studies of racial identity.

Kernahan presents a clear main thesis at the introduction of the book and revisits this consistently as evidence is presented. The crux of the thesis is that teaching the subjects of race and racism is difficult, and educators must accept the struggle as part of the learning process, rather than avoiding it. Each chapter presents a different aspect of the teacher / student relationship as well as the classroom environment and is supported by copious examples grounded in personal experiences of the author, colleagues, and students as well as pertinent evidence for the behaviors presented. The book is organized in a way to be both easily read and referenced later, with each chapter concluding with a summary and an outline of key points.

The early chapters focus on difficult conversations, and how professors’ understanding of the material differ from students. Kernahan is able to provide guidance in facilitating students to see past the assumption that, “I am a good person,” is sufficient to support the conclusion that “I am not a racist.” Moving beyond that facile formulation helps students to develop a more nuanced awareness of participation in a racist structure or society, and of the fact that interpersonal biases (whether outright or implicit) do not tell the whole story of racial identity and experiences. Affirmation theory—where psychological discomfort is experienced when positive self-views are challenged—is introduced, and specific examples are provided to support the use of these techniques in the classroom. Additionally, system justification theory—the unconscious tendency to justify and defend the status quo—is presented in the setting of understanding cognitive dissonance when engaging with this material. Contrast is consistently made between the typical responses of white students and students of color, which is helpful for the reader to understand real world application of the theories.

Kernahan adeptly includes the research behind growth mindset as it applies to belonging in the classroom and works to include mindfulness approaches to enhance readiness to learn and emotional regulation. Guidance for the creation and maintenance of a positive classroom climate to help students manage feelings of guilt, blame, or shame are introduced as ways to manage the gaps in knowledge and facilitate learning for all. Ground rules and clear expectations are encouraged to be outlined and managed so that students can engage with difficult content while having the tools for their emotional and attentional regulation.

The author restates her thesis consistently throughout the book and summarizes key points in a way that allows the reader to reflect and revisit the themes from multiple angles. The book concludes with a summary review of the key highlights from each chapter and then a comprehensive list of resources in the form of an annotated bibliography, providing the reader with not only the research behind her approaches, but tools for actual implementation.

At times, the author is presumptive about the reader’s knowledge and presents advanced theory, while other times she expands on more basic topics. Readers who already teach on the subjects of race and racism might find some of the material redundant to their expertise. Expansion on the tools and techniques for those experienced to maintain emotional regulation would be helpful. At the same time, the entry-level information would be more valuable to those looking to expand their own teaching to include topics pertaining to race and racism. The information presented toggles between basic and advanced approaches and could be more useful if one had been selected.

Social progress demands honest discussions and conversations regarding race and racism. It is imperative that educators have the skill set to facilitate difficult conversations. Kernahan excels at providing concrete examples allowing the reader to understand their role. While much of the content can be directed at all, who teach about race and racism, this book is centered on the challenges faced by white faculty when teaching about race, and it is they who will find this most useful.