Issue 26(1)
Race
and Higher Education: Rethinking pedagogy in diverse college classrooms.
(2003). Annie Howell
and Frank Tuitt (Eds.). Harvard
Education Press. 250 pp., $28.95 (paperback). ISBN 0-916690-3805.
Review
by: Tresmaine Grimes
Department
of Psychology
Iona College
This edited volume addresses one
of the most challenging issues in modern American society: How
should the educational system adjust to meet the needs of racially
diverse learners? Ten powerful chapters, separated into three
parts of the book, explore issues such as the impact of racial
diversity on overall learning; a priori assumptions about race
that shape educational curricula; and the structure and promulgation
of more inclusive pedagogies in American education.
Most chapters in the book were published
in the Harvard Educational Review between 1991 and 2002.
Consequently, some articles are more germane to the practical
consequences of racial diversity in the twenty-first century classroom
than others. Some chapters, like the dialogue between Paulo Friere
and Donaldo Macedo are much more theoretical in focus, and may
not appeal to readers who are looking for applicability to their
own classroom or advisement situations. However, each chapter
brings a unique perspective to understanding the impact of race
in classroom dynamics. Advisors who are interested in understanding
the history of legal cases and research regarding the impact of
affirmative action on both white students and students of color
will be interested in part one of the book. Advisors who are interested
in the experiences of educators who confront racism and racial
assumptions in college classrooms will be intrigued by several
chapters in part two of the book. Several of the authors use examples
of interactions with students that have challenged their own belief
systems, and made them painfully aware of their own assumptions
about race, power, and privilege. The discussions about how these
assumptions shape even the materials and assignments teachers
prepare, and how students respond to challenging their a priori
assumptions about race are noteworthy. Finally, advisors who are
interested in practical steps they can take to change their classrooms
to become more inclusive of racial diversity and less tolerant
of racial assumptions should read the Afterward in part three
of this volume.
Why
should advisors read this book? Primarily because the changing
demographics of the United
States make understanding
the overarching influence of racial diversity a necessity. The
U. S.
Census Bureau predicts that Americans who are people of color
will outnumber white Americans by the year 2050 (U.S. Bureau of
the Census, 2000). This shift is already being seen in educational
settings as college students become more racially and ethnically
diverse (U. S. Department of Education, 2000). Using the "Advising
as Teaching" model means that advisors must be prepared to use
pedagogies that adequately address the needs of all types of students.
Reading this book can help sensitize advisors to these important
issues and offer practical steps toward enhancing the advisement
process.
References
United
States Bureau of the Census.
(2000). Statistical abstract of the United
States.
Washington,
D.C.:
U.S.
Government Printing Office.
U.S.
Department of Education, National
Center
for Educational Statistics
(2000). Enrollment in higher
education. Washington,
D.C.
