Coming to terms: Teaching systemic racism and (the myth of) white supremacy

Tia Sherèe Gaynor, Vanessa Lopez-Littleton

Research output: Contribution to journalArticlepeer-review

15 Scopus citations


Teaching about systemic racism and the myth of white supremacy to the next cadre of public administrators is critical as it supports students’ abilities to challenge dominant paradigms and center counternarratives; both serve a purpose in advancing toward a more just and equitable society. This paper offers insight into the development and implementation of course content–across two universities in two different sociopolitical contexts–that helps students define, examine, and apply social justice terms that advances training for public service. Exposure to such content challenges students to consider ways in which social, economic, and political factors influence life chances and allows students to better understand how power and privilege perpetuate status quo inequities for marginalized populations.

Original languageEnglish (US)
Pages (from-to)211-225
Number of pages15
JournalJournal of Public Affairs Education
Issue number2
StatePublished - 2022
Externally publishedYes

Bibliographical note

Publisher Copyright:
© 2021 Network of Schools of Public Policy, Affairs, and Administration.


  • curriculum
  • education
  • equity
  • Justice
  • racism


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