Across the globe, the COVID-19 pandemic has taken an extraordinary toll on racially minoritised and economically disadvantaged communities. The United States has been no exception. In the U.S., serious illness and death are two- to three-times more common among Black, Latinx, and Native American populations than among white people. In the summer of 2020, growing outrage over the racialised impact of the pandemic coincided with weeks-long protests of police killings of Black Americans--George Floyd in Minnesota, Breonna Taylor in Kentucky, and Tony McDade in Florida, among others. The convergence of two racialised phenomena, a public health crisis and police violence, intensified public scrutiny of the practices that sustain racial inequalities, including within higher education. Even as U.S. colleges and universities issue statements decrying the burden of the pandemic and the concomitant racialised violence on communities of colour, racial inequalities persist in higher education and pedagogical practices centring racial justice remain largely uncommon. In this paper, we argue that U.S. institutions of higher education are complicit in the perpetuation of fallacies surrounding race and racism when their curricula fail to prepare students to understand and address these issues. Using survey data from two undergraduate courses taught at an elite, predominantly white institution in Fall 2020, this paper examines how specific pedagogical approaches led to increases in students' self-reported confidence and capacity to discuss race and racism. Based on our findings, we demonstrate that undergraduates benefit from teaching that specifically develops their capacity to understand, discuss, and address racism.