Conversations about Race and Racism: A Qualitative Study of the Classroom Experiences of Recently Graduated MSW Alumni

Abstract

Discussing race and racism in classroom settings presents challenges for instructors and students alike. Although studies have shown that these conversations are difficult, the literature on higher education classrooms in general and social work education is sparse. This qualitative study used focus groups to explore the perceptions and experiences of 28 recent MSW graduates discussing race and racism in their MSW courses. Analysis of the data revealed four themes: the variability in experience of discussion, pedagogical techniques and the role of the instructor, participants’ emotional reactions, and advice for instructors. The findings imply that classroom discussions about race and racism must be intentional and comprehensive. Central to this are instructors who acknowledge their positionality and its impact on classroom dynamics.

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