Treated students attributed their new uncertainty to personal and emotive engagement with classmates' self-identified racial narratives¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students said they 'had to think a lot harder' and 'were really confused,' and cited the personal narratives exercise, in which classmates' self-identifications contradicted how students would have classified them. → Cherry et al. 2014

Evidence¶

Cherry et al. 2014¶

Stephen M. Cherry, Amy Lucas, Kim A. Case, and William T. Hoston. (2014). Who is White? Assessing Students' Perceptions of Whiteness through Active-Learning Effectiveness and the Construction of Racial Doubt. The Journal of Effective Teaching, Vol. 14, No.3, 2014, 68-83. http://www.understandingrace.org/home.html

q2 · i? · causal · r1

Post-lesson qualitative questioning of treated-class students about why they became unsure. The article contrasts this with the non-treated class, where some students expressed confusion about the biology of race but did not refer to personal or emotive points that changed their perceptions.

"Many students also referred to the assigned and shared pe r- sonal narratives exercise and stated that there were students who consi dered themselves White that they did not think looked White and vice versa"

Discussion¶

Related Claims¶

• All racial and ethnic subgroups in the treated class shifted toward uncertainty about racial classifications after the lessons — related
• Students explained their national-origin racial classifications as derived from media depictions rather than direct knowledge — related
• Students who received active-learning lessons designed to raise racial doubt became far less certain in classifying nationalities as White or non-White than students in a lecture-only course — related