Title of Presentation or Performance
Effects of Racial Literacy on Color-Blind Racist Attitudes
Submission Type
Event
Expected Graduation Date
2015
Location
Room E104, Center for Natural Sciences, Illinois Wesleyan University
Start Date
4-18-2015 11:00 AM
End Date
4-18-2015 12:00 PM
Disciplines
Sociology
Abstract
The purpose of this study is to explore Illinois Wesleyan’s students’ and faculty’s racial literacy and racial, attitudes. Because IWU is a primarily white institution its faculty and students may lack sufficient diversity experience and training. Students were invited to participate in an anonymous survey that assessed their color-blind racial attitudes, experience in US Diversity Flag courses, and allowed them to share their experience with race more broadly. Professors participated in short, semi-structured interviews in order to gain their perspective on teaching race-related courses. Results showed that many students held some level of color-blind racial attitudes, which inhibits racial literacy. Also, many students felt they did not have sufficient experience with race-related topics. Professors expressed that it is difficult to teach race-focused courses at IWU, but that it remains important to do so. Based on my findings, I suggest that IWU should offer more classes and events focused on increasing students’ racial literacy.
Effects of Racial Literacy on Color-Blind Racist Attitudes
Room E104, Center for Natural Sciences, Illinois Wesleyan University
The purpose of this study is to explore Illinois Wesleyan’s students’ and faculty’s racial literacy and racial, attitudes. Because IWU is a primarily white institution its faculty and students may lack sufficient diversity experience and training. Students were invited to participate in an anonymous survey that assessed their color-blind racial attitudes, experience in US Diversity Flag courses, and allowed them to share their experience with race more broadly. Professors participated in short, semi-structured interviews in order to gain their perspective on teaching race-related courses. Results showed that many students held some level of color-blind racial attitudes, which inhibits racial literacy. Also, many students felt they did not have sufficient experience with race-related topics. Professors expressed that it is difficult to teach race-focused courses at IWU, but that it remains important to do so. Based on my findings, I suggest that IWU should offer more classes and events focused on increasing students’ racial literacy.