The Use of Racial Affinity Group Caucusing as an In-Class Teaching Strategy

Overview: The coronavirus pandemic, social justice movements, and the politicization of critical race theory significantly changed the landscape of collegiate education, with classrooms becoming even more important spaces for discussion and dialogue. This proposal highlights the use of racial affinity caucus groups as a teaching strategy for critical and difficult conversations.Proposal text: Upon completion of this session, participants will be able to
• define and describe affinity group caucusing
• explain the purpose of affinity group caucusing
• apply this teaching strategy to their teaching practices

The coronavirus pandemic, social justice awakening of 2020, and the politicization of critical race theory have significantly changed the landscape of collegiate education. As a result, academic classrooms have become essential spaces for critical discussion and dialogue. Affinity groups are one approach that can be helpful to educators seeking to engage in critical and difficult conversations. Affinity groups or caucuses provide “opportunities for those who share a common identity to meet separately to gather, connect, and learn” (Just Lead, 2019). Caucuses are an effective tool for people of color and white people working to address anti-racism. For people of color, caucuses create space for them to talk about and address experiences of racism while creating an accountable space for white people to work through barriers that prevent them from being allies towards anti-racist goals (Just Lead, 2019). More specifically, racial affinity groups or race-based caucuses make space for people of similar racial, ethnic backgrounds to meet and discuss racism, oppression, and privilege (Blitz & Kohl, 2012). These groups hold space for individuals to collectively engage, share their perspectives or find their voices while finding support within their community. For some, these groups create an emotionally safe space (Trujillo & Cooper, 2014) that can be healthy and supportive for those facing continued oppression and racism from systems and institutions (Mosely, 2018). For students of color, race-based affinity groups provide an opportunity to talk freely in ways that may not feel appropriate or comfortable around their white peers (Pour-Khorshid, 2018). For white peers, affinity groups provide space to be vulnerable while minimizing feelings of ancestor guilt or the fear of saying the wrong thing. They also provide space for those students to correct and name micro-aggressive language and behaviors prior to any content-sharing within the larger classroom space. This presentation highlights the implementation and use of racial affinity caucus groups as a teaching strategy for critical and difficult conversations in social work education. Qualitative data was collected from graduate students (Nf38) enrolled in a macro diversity course at a PWI in a southern state. The graduate course focused on health and well-being human rights issues. Thematic analyses will be used to identify key themes related to this innovative teaching strategy. Preliminary research findings reflect enhanced content knowledge and broader interest in understanding the experiences of others. Despite the initial apprehension among students about communal spaces, students were overwhelming appreciative of the opportunity to engage and talk through course content with those of similar racial, ethnic backgrounds. Affinity group dialogue enhanced the classroom discourse where students were able to listen to, engage with, and learn from their peers. This presentation will conclude with lessons learned and recommendations to support educators interested in implementing affinity groups or caucuses within the learning environment.