Understanding Conversations About Race

Afrika Afeni shares her experiences growing up discussing race and the challenges she faced in predominantly white spaces. She emphasizes the importance of having conversations about race, especially with students, and outlines four steps to tackle these discussions: identifying challenges, finding support, preparing, and beginning. She addresses the fear educators face and encourages them to engage in these necessary conversations to foster understanding and a just society.

What was Afrika Afeni's family environment like regarding discussions about race?

• They avoided discussing race.

• They frequently discussed race and read books by Black authors.

• They only discussed race during Black History Month.

• They focused on discussing other social issues.

What challenge did Afrika face when she went to a predominantly white college?

• She only discussed race with people from her own racial background.

• She was unprepared for the emotions involved in discussing race with people of different racial backgrounds.

• She found it easy to discuss race with everyone.

• She avoided all discussions about race.

Why does Afrika believe it's important to teach children about race?

• Children are less likely to understand complex topics.

• Adults are better at learning new concepts.

• Children should focus on other subjects first.

• Children's minds are more adaptable, making it easier to learn challenging things.

What is one of the main challenges educators face when discussing race with students?

• Students already know everything about race.

• Fear of saying the wrong thing or causing harm.

• Lack of interest from students.

• Too many resources available.

What is the first step Afrika suggests for tackling challenging conversations about race?

• Avoid the conversation altogether.

• Start the conversation without any preparation.

• Identify the true challenge, such as fear.

• Gather as many resources as possible.

Why is it important to have a support network when discussing race?

• To ensure you never make mistakes.

• To avoid any discomfort.

• To have people who affirm your beliefs.

• To have a community that helps work through discomfort and challenges.

What should educators do to prepare for conversations about race?

• Ignore potential emotions and reactions.

• Envision how conversations will look and feel, and prepare for various emotions.

• Only focus on the positive aspects of race.

• Avoid discussing any controversial topics.

What does Afrika suggest about making mistakes during these conversations?

• Mistakes are part of the learning process and should be embraced.

• Mistakes should be avoided at all costs.

• Mistakes are only made by inexperienced educators.

• Mistakes mean you should stop the conversation.

What is the ultimate goal of having conversations about race with students?

• To ensure they only understand one perspective.

• To expand their thinking and equip them with tools to value diverse perspectives.

• To prepare them for standardized tests.

• To make students feel uncomfortable.

What does Afrika emphasize about the timing of engaging in conversations about race?

• Wait until students ask about it.

• Only start when you feel completely ready.

• Start now and develop a racially conscious version of yourself.

• Wait for the perfect moment.