What happens when students are not taught how to respond to racial bias and discrimination? Can racial literacy be learned in the same way we teach reading or mathematics? And how might schools equip young people with the emotional tools to confront injustice without losing their sense of agency?

Howard C. Stevenson is the Constance Clayton Professor of Urban Education and Professor of Africana Studies at the University of Pennsylvania. A clinical psychologist by training, his research focuses on racial literacy, adolescent development, and strategies for coping with racial stress. He is the author of Promoting Racial Literacy in Schools and has worked extensively with educators, families, and communities to build practical tools for addressing racial trauma.

His work bridges psychology and education, offering frameworks that help young people interpret, manage, and respond to racially charged experiences with confidence and resilience.

In this episode, Howard and I explore the concept of racial literacy and why it is essential in today’s educational landscape. He explains that racial stress is not simply a social issue but a psychological one that affects how young people think, feel, and act in high-pressure moments. We discuss how schools often avoid direct conversations about race, leaving students unprepared to navigate bias when it inevitably arises.

Howard outlines practical strategies for helping students slow down in moments of racial tension, interpret what is happening, and respond in ways that preserve dignity and agency. Our conversation also considers the role of educators and caregivers in modeling emotional regulation and creating environments where difficult conversations can occur productively.

This episode challenges listeners to rethink how schools address race and conflict. It invites us to imagine classrooms where students are not only academically prepared but emotionally equipped to engage with a diverse and unequal world with strength, clarity, and compassion.