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Toward Positive Youth DevelopmentTransforming Schools and Community Programs$
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Marybeth Shinn and Hirokazu Yoshikawa

Print publication date: 2008

Print ISBN-13: 9780195327892

Published to Oxford Scholarship Online: April 2010

DOI: 10.1093/acprof:oso/9780195327892.001.0001

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An Intervention in Progress: Pursuing Precision in School Race Talk

An Intervention in Progress: Pursuing Precision in School Race Talk

Chapter:
(p.102) Chapter 6 An Intervention in Progress: Pursuing Precision in School Race Talk
Source:
Toward Positive Youth Development
Author(s):

Mica Pollock

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780195327892.003.0006

This chapter describes the problem of avoidance of race talk, as well as shortcomings of race talk, and potential intervention approaches to improve the ability of educators to talk about race in ways that can help and not harm students of color. Educators all too often avoid discussing race entirely, or discuss it reductively, too quickly, or with insufficient information. Three avenues to address this problem are presented. First, educators can pursue more precise talk about student subpopulations and their needs. Second, educators can pursue more precise talk about the causes of racial disparities. Third, educators can engage in more precise talk about the everyday educator-acts that can assist or harm students of color. Examples of each of these solutions provide direction to educators who wish to improve the capacity of their schools and districts to engage with racial issues productively.

Keywords:   race talk, schools, diversity, ethnicity, racial disparities

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