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Among the many tensions that the year 2020 laid bare, the divisions in beliefs about the continued role of racism in the United States were central. While some of these divisions were drawn along political lines, with liberals far more likely than conservatives to see systemic racism as an ongoing problem, many were also drawn along racial lines. Although Black Lives Matter protests in the wake of George Floyd's and Breonna Taylor's deaths brought together one of the largest multiracial coalitions in recent protest history, the nation remains divided in beliefs about the root causes of racial injustice, what we should do about it, and who is willing to do the work. Recognizing systemic racism is only a first step; dismantling racism will require collective action with support from robust anti-discrimination laws and anti-racist policies. But, recognition is a crucial step, nonetheless. In this article, the author describes research and teaching experiences that have strengthened her belief that teachers can have a positive impact on students' and society's responses to systemic racism. The classroom is a great place to start deepening society's understanding of racism past and present, and a willingness to do something about it.

The article focuses on three distinct models used in undergraduate-faculty research which include the traditional model, the consultant model and the joint-section model. It provides the benefits and the drawbacks on each model that are not necessarily identical from the student and the faculty perspectives. It cites that conceptualizing undergraduate-faculty research in terms of the three models is one tool that professors can use in setting clear expectations for students.