Event Title
P03 Race Always Matters: Recommendations to Help Students Successfully Navigate Collaborations Across Racial Lines
Type of Presentation
Poster presentation
Audience Type
High school students, College students
Description
The United States (U.S.) has experienced an unprecedented shift in its demographic makeup, with People of Color significantly contributing to what the literature refers to as the “Browning of America” (Nasser, 2004; White & Henderson, 2008). As the nation becomes more multiracial and multicultural, there is an increased likelihood of cross-racial academic collaborations between individuals from diverse backgrounds. Scholars have begun to look at how racial identity and relational power dynamics influence cross-racial interactions among professionals and professionals-in-training, including psychotherapists, supervisors, and supervisees (Helms & Cook, 1999; Jernigan, Green, Helms, Perez-Gualdron & Henze, 2010); however, little attention has been given to cross-racial relationships formed between students working together on academic projects (e.g., research teams, class group projects).
Given the increased likelihood of cross-racial research collaborations, students would benefit from being informed about the implications and dynamics of working within a racially diverse team. For instance, cross-racial alliances have the potential of re-enacting the U.S. racial hierarchy, where People of Color are often silenced and their opinions and contributions are disregarded and/or minimized (Helms & Cook, 1999). Hence, perpetuating the systemic racism in the U.S. Being aware of these re-enactments is vital to forming racially conscious teams where all constituents are equally valued. This socially responsive practice will decrease the likelihood of Students of Color feeling marginalized, silenced, or having to compromise what they can bring to the team.
The objectives of the proposed poster presentation are threefold: one, discuss the implications of cross-racial academic collaborations, including the potential effect they could have on Students of Color; two, outline recommendations for how to mobilize academic resources that will help mitigate potential challenges when forming cross-racial alliances; three, provide recommendations for ways Students of Color can maintain a strong racial identity and self-concept while engaged in cross-racial alliances. Working with a racially diverse group of students can result in benefits for all members of the team, by accurately representing the needs and voices of all individuals. Overall, it is essential that both Students of Color and white students learn how to engage in mutually respectful, egalitarian, and collaborative relationships that break the cycle of racial socialization.
P03 Race Always Matters: Recommendations to Help Students Successfully Navigate Collaborations Across Racial Lines
The United States (U.S.) has experienced an unprecedented shift in its demographic makeup, with People of Color significantly contributing to what the literature refers to as the “Browning of America” (Nasser, 2004; White & Henderson, 2008). As the nation becomes more multiracial and multicultural, there is an increased likelihood of cross-racial academic collaborations between individuals from diverse backgrounds. Scholars have begun to look at how racial identity and relational power dynamics influence cross-racial interactions among professionals and professionals-in-training, including psychotherapists, supervisors, and supervisees (Helms & Cook, 1999; Jernigan, Green, Helms, Perez-Gualdron & Henze, 2010); however, little attention has been given to cross-racial relationships formed between students working together on academic projects (e.g., research teams, class group projects).
Given the increased likelihood of cross-racial research collaborations, students would benefit from being informed about the implications and dynamics of working within a racially diverse team. For instance, cross-racial alliances have the potential of re-enacting the U.S. racial hierarchy, where People of Color are often silenced and their opinions and contributions are disregarded and/or minimized (Helms & Cook, 1999). Hence, perpetuating the systemic racism in the U.S. Being aware of these re-enactments is vital to forming racially conscious teams where all constituents are equally valued. This socially responsive practice will decrease the likelihood of Students of Color feeling marginalized, silenced, or having to compromise what they can bring to the team.
The objectives of the proposed poster presentation are threefold: one, discuss the implications of cross-racial academic collaborations, including the potential effect they could have on Students of Color; two, outline recommendations for how to mobilize academic resources that will help mitigate potential challenges when forming cross-racial alliances; three, provide recommendations for ways Students of Color can maintain a strong racial identity and self-concept while engaged in cross-racial alliances. Working with a racially diverse group of students can result in benefits for all members of the team, by accurately representing the needs and voices of all individuals. Overall, it is essential that both Students of Color and white students learn how to engage in mutually respectful, egalitarian, and collaborative relationships that break the cycle of racial socialization.