Here’s a question: What if conservatives are lying about the negative impact learning about racism in class has on their children?
What if white parents are really just projecting their own racial resentment onto their children when they’re filling the school board room meetings to complain about the psychological damage done to their kids after they heard the words “systemic racism” or white privilege?” After all, when Republican legislators are making bold claims that critical race theory teaches white students that they’re inherently racist and to hate their country—which CRT absolutley doesn’t teach—it’s not like they ever provide any studies or any evidence at all that indicates said students actually feel that way. On the other hand, there are numerous studies that show both students and educators alike benefit greatly from anti-racist curricula in terms of racial awareness and academic prowess.
On Monday, researchers from North Carolina State University, Duke University and Dickinson College published a study that undermines the white-and-fragile notion that in-class discussions aimed at anti-racist intervention increase stress among high school students or cause them to feel racially alienated.
First, let’s get into how the study was conducted. From Phys.org:
For the study, researchers from NC State, Duke University, and Dickinson College worked in partnership with a public high school to assess the impact of a classroom intervention aimed at helping students understand and discuss issues related to racism. The intervention was conducted for 45 minutes once a week for 10 weeks.
Specifically, the researchers did an assessment of 227 students before the intervention and three months after the intervention, aimed at capturing how engaged students were, how students related with staff, the extent to which students felt that they belonged in the school community, student stress, and the extent to which…
Read the full article here
