Despite being a consequential site for graduate student learning and socialization, doctoral-level coursework remains undertheorized in higher education literature. Even less explored are the ways faculty pedagogy in coursework shapes students’ understandings of the racialized histories and legitimated practices of their discipline. Using data from faculty interviews, student focus groups, and video recordings of classroom practice, this presentation recounts how faculty and students collectively engage to (re)produce, resist, or reimagine racialization in three doctoral-level courses at an R-1, historically white institution: a sociology course on racialization in Latin America, a political science course on international law and politics, and an introductory course in the learning sciences.

Aireale J. Rodgers is a learning scientist of higher education whose research agenda explores how people and organizations learn and how educators can better facilitate learning that advances critical race consciousness for faculty and students in postsecondary institutions. Rodgers holds a B.S. in Social Policy and an M.A. in Learning Sciences from Northwestern University’s School of Education and Social Policy and a Ph.D. in Urban Education Policy from the University of Southern California’s Rossier School of Education.

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