{"title":"Too much talking, not enough listening: the racial contract made manifest in a mixed-race focus group interview","authors":"Bryant O. Best, H. Richard Milner IV","doi":"10.1080/13613324.2023.2207984","DOIUrl":null,"url":null,"abstract":"ABSTRACT In this article, the authors utilize C.W. Mills’ Racial Contract Framework as a tool to unpack how racial power dynamics manifested in a mixed-race focus group interview designed to understand the participants’ insights on race, incarceration, and community. The focus group interview included four research participants: Two White women, one Black woman, and one White man. While the interview was framed as a collaborative, generative discussion, we observed contributions made by the Black woman to be rebuffed or dismissed by the White man, who positioned himself as the expert on the interview topic. The article concludes with implications and recommendations for researchers as they design and enact focus group interviews across racial lines in pursuit of racial justice and equity.","PeriodicalId":47906,"journal":{"name":"Race Ethnicity and Education","volume":"26 1","pages":"516 - 532"},"PeriodicalIF":2.4000,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Race Ethnicity and Education","FirstCategoryId":"90","ListUrlMain":"https://doi.org/10.1080/13613324.2023.2207984","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
ABSTRACT In this article, the authors utilize C.W. Mills’ Racial Contract Framework as a tool to unpack how racial power dynamics manifested in a mixed-race focus group interview designed to understand the participants’ insights on race, incarceration, and community. The focus group interview included four research participants: Two White women, one Black woman, and one White man. While the interview was framed as a collaborative, generative discussion, we observed contributions made by the Black woman to be rebuffed or dismissed by the White man, who positioned himself as the expert on the interview topic. The article concludes with implications and recommendations for researchers as they design and enact focus group interviews across racial lines in pursuit of racial justice and equity.
期刊介绍:
Race Ethnicity & Education is an interdisciplinary journal which provides a focal point for international scholarship, research and debate. It publishes original and challenging research which explores the dynamics of race, racism and ethnicity in education policy, theory and practice. The journal has quickly established itself as essential reading for those working in this field and especially welcomes writing which addresses the interconnections between race, ethnicity and multiple forms of oppression including class, gender, sexuality and disability. All articles are independently refereed and the journal is supported by a distinguished international editorial panel.