Teaching Race and Racial Justice: Developing Students’ Cognitive and Affective Understanding

Effectively addressing both cognitive and affective dimensions of learning is one the greatest obstacles to teaching race racial justice in higher education. In this article, we first explore need integrate attention development, along with evidence-based strategies for doing so. We then provide a case study an undergraduate sociology course on environmental which instructor intentionally adopted holistic pedagogical principles race. Analyzing student responses from pre- post- survey, assignments, observations participation, find that white students color experienced significant growth their understanding complexities work toward justice. However, results also show how challenging it can be create conditions productive multiracial dialogues produce extensive particularly interpersonal skills reconciliation. Reflecting limitations case, conclude more approaches are necessary develop students’ abilities navigate against racism, make suggestions faculty development administrative support.