Initial Evidence for Shifting Race Essentialism Beliefs in the Classroom

Abstract

Background: Teaching students about race and racism is critical to and relevant in psychology classrooms. Objective: We explored whether direct instruction dismantling ideas that race is genetic affects students' race essentialist and other related beliefs. Method: Undergraduate students enrolled in four social psychology courses completed measures of race essentialism and other related beliefs before and after engaging in course-directed activities designed to reduce endorsement of biological essentialist beliefs about race. Results: After class activities, students reported lower levels of general racial essentialist beliefs and estimated that more progress is needed to reduce racial inequality. However, attitudes towards racially minoritized groups or perceived need for anti-racist actions did not shift, and colorblind ideology may have increased. Conclusion: These data provide evidence that essentialism shifts can be accomplished in the psychology classroom, but shifting related beliefs may require additional instruction. Teaching Implications: The class activities described in this research provide a way for instructors to introduce students to a new concept (race essentialism) and change students’ beliefs in the genetic underpinning of race.