Signaling Belonging in the Classroom: Examining Outcomes of a High School Course Designed to Deconstruct Anti-Black Racism

Abstract

The current research examined the experiences of Black and non-Black adolescents enrolled in a high school elective designed to deconstruct anti-Black racism, or a comparison class. Students reported psychological well-being, academic orientation, and racial attitudes at the start (Time 1; n = 125) and end of the semester (Time 2; n = 103; n = 88 at both times). Controlling for their responses at Time 1, the only difference to emerge between classes was their curriculum knowledge. Additionally, Black students in the anti-racism course expressed greater social belonging and positive racial attitudes than non-Black students at the end of the course. Exploratory analyses conducted with Black students using their Time 1 data (n = 56) revealed that racial regard predicted their life satisfaction, partially mediated by social belonging. The results of this study support the need to revisit course design and curriculum to better support the success of Black students.