Sociology

Vulnerability and Listening in Antiracist Teaching: The Sociology of Mental Illness

Document Type

Book Chapter

Abstract

This chapter describes an antiracist action plan implemented in a 100-level elective sociology course open to all undergraduates. The learning goals for the course were for students to understand the implications of sociological theory for mental illness, analyze the causes of inequality (according to race, gender, and class) and their impact on mental illness, and finally, understand the range of social experiences of mental illness. The antiracist pedagogical interventions include changing the instructor's language when talking about race in ways that emphasize individuals’ humanity, using language to emphasize the diverse experiences of people with the same mental illness diagnosis, being cognizant of and more intentional about the instructor's affect when discussing white privilege, making available additional options for assessments (presentations as alternatives to essays), and utilizing student-led small-group discussions. In addition to describing her pedagogical practices, the chapter includes the instructor's reflections on herself – namely, the importance of vulnerability, humility, and listening, especially for white professors in the middle of their careers who are learning about their racial identity and evolving as educators. © 2026 selection and editorial matter, Jie Y. Park and Laurie Ross; individual chapters, the contributors.

Publication Title

Towards a Community of Antiracist Praxis in Higher Education: Transformative Principles, Practices, and Resources for the Classroom

Publication Date

1-2025

First Page

103

Last Page

118

DOI

10.4324/9781003472087-7

Keywords

antiracism, teaching, curricula, sociology, higher education, racial identity

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