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Understanding Inequality through Racial Discourses Course Project
Two people taling across a table from each other.
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racial discourses
critical pedagogy
color-blind racism
course project
race and ethnicity
high-impact learning

How to Cite

Duenas, Maria, and Amber Crowell. 2022. “Understanding Inequality through Racial Discourses Course Project”. TRAILS: Teaching Resources and Innovations Library for Sociology, August. Washington DC: American Sociological Association.


The purpose of this course project is to explore racial discourses in everyday lives and apply concepts learned in an upper-division course on race and ethnicity or social inequality to analyze how the way in which we talk about race and racism is influenced by our intersecting identities (race/gender/class/sexuality/color/ability/etc.) and how these...

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Subject Area(s):
Racial and Ethnic Relations
Resource Type(s):
Class Level(s):
College 300, College 400
Class Size(s):
Medium, Small

Usage Notes

When to Use This Activity 

This course project is designed to be used in small to medium classes and in upper division sociology courses that include a focus on race and ethnicity. We recommend using this course project in upper division courses because we found that students in upper division courses had already taken...

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Learning Goals and Assessments

Learning Goal(s):

  1. Learning Goal 1: Students practice a qualitative research method, interviews, to gather data to understand a social inequality
  2. Learning Goal 2: Students practice the qualitative research method technique of reflexivity to help them practice metacognition on what they learned while conducting an interview.
  3. Learning Goal 3: Students apply course concepts about social inequality to analyze qualitative data.

Goal Assessment(s):

  1. Goal Assessment 1: Students conduct an interview with someone they know about how they learned about race and ethnicity and other social inequalities in their families.
  2. Goal Assessment 2: Students write two discussion board reflection papers on the interview process and on their own experiences with the research topic.
  3. Goal Assessment 3: Students write a final paper that applies course concepts to their participant’s lived experiences.

When using resources from TRAILS, please include a clear and legible citation.

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