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Teachers and Learners: Roles Adopted in Interracial Discussions

University of Michigan, travist{at}umich.edu

Denise Sekaquaptewa

University of Michigan

Whites are stereotyped as ignorant of race issues, and African Americans as race experts. Therefore they may respond differently when discussing race. We examined whether Whites and African Americans adopt ‘teacher’ versus ‘learner’ roles when discussing race-relevant versus race-irrelevant topics in mixed-race versus same-race groups. Furthermore, we tested whether concern about appearing prejudiced and prior knowledge of the topic predicted role adopted. Results confirmed that African Americans adopted a ‘teacher’ role whereas Whites adopted a ‘learner’ role during interracial discussions about race. Assuming a teacher role predicted greater willingness to engage in future interracial discussions about race; but Whites, who were concerned about appearing prejudiced when talking about race, were less likely to adopt a teacher role than African Americans.

Key Words: intergroup dialogue • interracial communication • stereotypes

Group Processes & Intergroup Relations, Vol. 12, No. 5, 579-590 (2009)
DOI: 10.1177/1368430209337467


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