Talking About Race at Work

Focus: 
Workplace Skills

1. What it is

There is no one way to hold a conversation about race in the workplace. There are, however, good practices and guidelines to follow and adapt. 

Opportunities for these types of conversations might take place in/formally or un/planned in your staff or faculty meetings, classes, 1:1 supervision meetings, or other ways.

What you will learn from this module: 

  • ways to prepare your mindset
  • strategies and approaches
  • hopefully, new approaches to ease discomfort so you can provide supportive spaces for you and others to explore, engage, and learn together.

For the purpose of this module, having such conversations is:

  • Not about teaching or running a workshop
  • Not about you having the "right" answers
  • Helping others share and learn from one another
  • Ensuring that opportunities are present for everyone to engage and participate
  • Withholding from acting on your own assumptions, biases and judgments
  • Using questions and active listening to move the conversation forward

2. What I know

A.  First, ask yourself:  What is the goal of the conversation? What is my motivation?

  • To help others process this moment
  • To listen
  • To facilitate peer learning (about different experiences, perspectives, questions)
  • To build understanding and empathy
  • To reduce anxiety
  • other?

Reconsider engaging in a conversation if you are motivated:

  • To feel less guilty
  • To say you did something, and then move on to real work

B.  Assess your comfort level
Talking about race and racism requires being comfortable with the uncomfortable. You, and others, may have fears:

  • that such conversations might lead to conflict
  • that others may not be able to understand or relate
  • that they don’t have the needed skills
  • of misspeaking, sounding racist, unintentionally doing harm, or invalidating people’s lived experiences.

Avoiding conversations about race and racism can arise from our own fears of being vulnerable. Consider this question: What will a discussion about race and racism potentially expose about me? List three vulnerabilities that you worry could limit your effectiveness and three strengths you believe will help you to lead open and honest dialogues. Then, list specific needs that, if met, would improve your ability to have these types of conversations.  

Dealing with discomfort is an opportunity for learning and self-growth.
 

Before initiating a conversation or discussion, do a simple self-assessment to explore your fears and concerns.
Consider the following statements and select the one that best describes how you feel:

  • I would rather not talk about race/racism.
  • I am very uncomfortable talking about race/racism.
  • I am usually uncomfortable talking about race/racism.
  • I am sometimes uncomfortable talking about race/racism.
  • I am usually comfortable talking about race/racism.
  • I am very comfortable talking about race/racism.

Then self-reflect by completing these two thoughts:

  • The hard part of talking about race/racism is …
  • The beneficial part of talking about race/racism is …
     

After reflecting on your own comfort level, think about how you will stay engaged in the conversation on race.

  • Do you feel ill-prepared to talk about race and racism? If so, commit to learning more about the issues by following current events and brushing up on anti-racism work.
  • Do you reroute discussions when you sense discomfort in the room? If so, commit to riding out the discussion next time.
  • Do you worry about your ability to answer questions about race and racism? If so, commit to accepting that you don’t have all the answers and embracing the opportunity to learn with your students/ colleagues.

Adapted from Teaching Tolerance, Guide: Let’s Talk! Discussing Race, Racism and Other Difficult Topics with Students

3. How I can improve

The LARA/A Method is a framework to help build respectful conversations across differences.

Listen, Affirm, Reflect, Add/Ask

This method has been taught in many forums across UMass Amherst, i.e., DARIA Conversations (Dignity and Respect In Action), faculty development programs, and classes. 

Listen (actively).

  • Listen to understand.
  • Refrain from judging and stay curious.
  • Let the speaker know you're listening. Use non-verbal cues (eye contact, nodding); paraphrase back. 

Affirm or acknowledge something the speaker has said.

  • Be genuine in your affirmation.
  • Agree it is an important topic to discuss and/or express appreciation for ideas.
  • Use phrases such as: 
     -- What I hear you saying is…
     -- I sense that you feel…
     -- I can tell how important this is to you.
     -- I agree with what you said about…

Reflect on your reaction to the speaker's words.

  • Listen to understand.
  • Refrain from judging and stay curious.
  • Let the speaker know you're listening. Use non-verbal cues (eye contact, nodding); paraphrase back.

Add your own perspective.

  • Use 'and' not 'but'. 'But' negates everything that came before.
  • Remain honest and curious. Disagreements can still be passionate. 
  • Example:  When you said that people with disabilities are inferior, I feel angry  vs. You are oppressive.

Ask a genuine question. What else do you want to know?

  • Demonstrate your desire to learn about the other's perspective. Ask about an idea for resolution, such as:
     -- How did that make you feel?
     -- Why do you think you reacted that way?
     -- How did you reach that conclusion?

Handout of LARA/A Method


Take Care of Yourself

Sometimes engaging in these types of conversations can be emotionally draining or even painful. Make time to process, reflect and recharge in positive ways. Find colleagues or friends who can listen while you debrief conversations about race and racism. 


LinkedIn Learning Course 

"Difficult Conversations: Talking About Race at Work


Virtual Classroom Conversations 

Consider using these strategies for holding conversations virtually:

  • Establish participation norms, e.g., be intentional with giving pauses after someone speaks to avoid interrupting.
  • Utilize different participation formats for students who may not feel comfortable sharing virtually or in a large group, e.g., ask students to write down their thoughts to a question vs. speaking, use breakout rooms for smaller group discussions, prior to class send out a few of the discussion prompts so students can prepare their thoughts.
  • Ask for feedback after class/via email for thoughts on what students think helps or hinders their engagement in these types of conversations.
  • Role model verbal and non-verbal communication that is expected.

Adapted from Reema Amin, Caroline Bauman, and Stephanie Wang; “‘Moments like now are why we teach’: Educators tackle tough conversations about race and violence — this time virtually,” Chalkbeat, May 31, 2020


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