Engaging White participants in racial dialogues: Group composition and dialogue structure.

Tittler, Meredith V.; Wade, Nathaniel G.

doi:10.1037/gdn0000099

Cited by 7 publications

(15 citation statements)

References 29 publications

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“…Importantly, our interpretations and speculations are supported by other studies suggesting that groups discussing anti‐racism should regularly revisit codes of conduct to remind members of their roles as active accomplices in the anti‐racism work and that they should appropriately focus the conversations on anti‐racism. Mutually agreed‐upon standards, with solid adherence policies, help discussants stay focused (Miller & Donner, 2000; Sue & Constantine, 2007; Tittler & Wade, 2019). To adhere to these codes of conduct, White participants may first need to identify barriers to effectively participating in anti‐racist discussions, including acknowledging their White privilege, confronting their fears of being labeled racist, and increasing awareness of the impact of microaggressive language (Sue, 2013; Tittler & Wade, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…Mutually agreed‐upon standards, with solid adherence policies, help discussants stay focused (Miller & Donner, 2000; Sue & Constantine, 2007; Tittler & Wade, 2019). To adhere to these codes of conduct, White participants may first need to identify barriers to effectively participating in anti‐racist discussions, including acknowledging their White privilege, confronting their fears of being labeled racist, and increasing awareness of the impact of microaggressive language (Sue, 2013; Tittler & Wade, 2019). Adherence to strong and well‐defined codes of conduct will thus help create a safer environment for all participants in the conversation, including White participants who are willing to continue having conversations about race (Tittler & Wade, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…More candid conversations may be had in homogeneous groups (like in the BIPOC‐only discussion groups) (Miller & Donner, 2000). Still, anti‐racist progress may likewise be stalled without effective mixed‐race conversations (Miller & Donner, 2000; Tittler & Wade, 2019). Examining the results further, more insights come from the observations that (a) some GoC were a part of groups that were effectively led by White leaders and (b) GoC want White geoscientists to listen more, follow through on actions, and remain focused on anti‐racism; these observations suggest that GoC want White moderators to lead well, instead of shying away from leadership roles.…”

Section: Discussionmentioning

confidence: 99%

“…Behavioral codes of conduct, herein defined as guidelines that govern decision‐making and how members of a group behave when working together (Adams & Tourani, 2017; Kaptein & Schwartz, 2008), can help to facilitate more inclusive discussions (Tittler & Wade, 2019). Depending on the scope and goals of the group, codes of conduct may include but are not limited to methods for preventing harassment, keeping members accountable to agreed‐upon behaviors, reporting offenses, recruiting new members, dealing with tardiness/absenteeism, and solving conflicts of interest (Adams & Tourani, 2017; Kaptein & Schwartz, 2008; Miller & Donner, 2000; Sue, 2013; Tittler & Wade, 2019). Frequent reminders of the codes of conduct help participants adhere to the codes of conduct (Miller & Donner, 2000; Sue, 2013; Tittler & Wade, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Depending on the scope and goals of the group, codes of conduct may include but are not limited to methods for preventing harassment, keeping members accountable to agreed‐upon behaviors, reporting offenses, recruiting new members, dealing with tardiness/absenteeism, and solving conflicts of interest (Adams & Tourani, 2017; Kaptein & Schwartz, 2008; Miller & Donner, 2000; Sue, 2013; Tittler & Wade, 2019). Frequent reminders of the codes of conduct help participants adhere to the codes of conduct (Miller & Donner, 2000; Sue, 2013; Tittler & Wade, 2019). A skilled moderator capable of redirecting conversations with an unbiased desire to accomplish the conversation's goals often helps the group achieve its goals (Adams & Tourani, 2017; Kaptein & Schwartz, 2008; Miller & Donner, 2000; Sue, 2013; Tittler & Wade, 2019).…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Strategies for and Barriers to Collaboratively Developing Anti‐Racist Policies and Resources as Described by Geoscientists of Color Participating in the Unlearning Racism in Geoscience (URGE) Program

et al. 2023

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The Unlearning Racism in Geosciences (URGE) program guides groups of geoscientists as they draft, implement, and assess anti‐racist policies and resources for their workplace. Some participating Geoscientists of Color (GoC) shared concerns about microaggression, tokenism, and power struggles within their groups. These reports led us to collect and analyze data that describe the experiences of GoC in URGE. The data are from five discussion groups and two surveys. Our analyses revealed that participating GoC want to continue working with White colleagues on anti‐racist work. GoC want White colleagues not to shy away from doing anti‐racist work. Instead, GoC want White colleagues (a) to create and adhere to robust behavioral codes of conduct, (b) to focus discussions on anti‐racism, (c) to act on anti‐racism initiatives, (d) not to prompt GoC to educate them or reveal trauma, and (e) to refrain from microaggressions and tokenism. These desired outcomes were achieved in some groups with varying degrees of success. Correcting a history of mistrust relating to racism and anti‐racism action is key to implementing and assessing effective anti‐racist policies and resources. This requires leadership support, following through on anti‐racism action, and deepening relationships between GoC and White colleagues. Future anti‐racist programs should spend a substantial amount of time on and demonstrate the importance of training participants how to discuss racism effectively and how to create and adhere to robust behavioral codes of conduct. Future programs should also explore developing a robust program‐wide code of conduct that includes a policy for reporting offenses.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Strategies for and Barriers to Collaboratively Developing Anti‐Racist Policies and Resources as Described by Geoscientists of Color Participating in the Unlearning Racism in Geoscience (URGE) Program

et al. 2023

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Cultivating anti-racism in the classroom and beyond through collaborative learning in the environmental sciences

Mgbara,

Fanshel,

Esquivel

et al. 2024

J Environ Stud Sci

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Spurred by nationwide protests against anti-Black violence in the summer of 2020, academic departments across the USA saw an uptick in efforts to integrate belonging, diversity, equity, justice, and inclusion initiatives into their programs. In this vein, graduate students in the Department of Environmental Science, Policy, and Management at the University of California, Berkeley, developed and led a semester-long course, “Critical Engagements in Anti-Racist Environmental Scholarship.” The course cultivated anti-racist mindsets through collaborative learning and action projects. We designed and taught the class as a team of doctoral students, and course participants consisted of faculty, staff, postdoctoral scholars, and other graduate students, thus disrupting traditional academic power structures. In this article, we draw on our experiences from two years of developing and teaching this course. We begin by outlining our theory of change, depicted as a tree rooted in our pedagogical approach, which ultimately bears the fruit of anti-racist mindsets and actions. We then provide an overview of our pedagogical approach, which includes attending to the roots of curriculum, classroom structures, and teaching practices. Next, we highlight the four key elements of the course’s success: (1) Centering Black voices and experiences, (2) Flattening academic hierarchies, (3) Fostering a community of learners, and (4) Developing action-oriented mindsets to sustain long-term anti-racist praxis. To conclude, we reflect on the successes and challenges of this approach two years later. Overall, this article shares our experiences conducting an environmental sciences-specific version of this course, with the understanding that this model can be adopted by other departments seeking to implement anti-racist praxis through coursework and long-form professional development training for academics.

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Guilt, shame, and/or both? Further validation of the White Racial Affect Scale.

Tittler,

Luoma,

Grzanka

et al. 2024

Journal of Counseling Psychology

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In this study we assessed the construct validity of the recently published White Racial Affect Scale (Grzanka et al., 2020). Specifically, we assessed the convergent, criterion-related, and incremental evidence for construct validity of the White guilt, White shame, and White defensiveness (called “White negation” in the original article) factors. We used a video stimulus to trigger state guilt and shame in participants as part of the construct validity investigation. White adults in the United States signed up for the study online (N = 262) and watched a 5-min video stimulus and completed questionnaires before and after the video. Results of this study replicated many of the findings from the original White Racial Affect Scale validation study (Grzanka et al., 2020). We found strong evidence of construct validity for the White guilt and White defensiveness factors and mixed evidence for the White shame factor. We discuss directions for future research and implications for potential interventions.

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Engaging White participants in racial dialogues: Group composition and dialogue structure.

Cited by 7 publications

References 29 publications

Strategies for and Barriers to Collaboratively Developing Anti‐Racist Policies and Resources as Described by Geoscientists of Color Participating in the Unlearning Racism in Geoscience (URGE) Program

Strategies for and Barriers to Collaboratively Developing Anti‐Racist Policies and Resources as Described by Geoscientists of Color Participating in the Unlearning Racism in Geoscience (URGE) Program

Cultivating anti-racism in the classroom and beyond through collaborative learning in the environmental sciences

Guilt, shame, and/or both? Further validation of the White Racial Affect Scale.

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