Although I sometimes tell them about my own religiosity when the discussion 
arises and they ask, I usually just ignore it.  I think you're doing fine, even 
though it's provoking anxiety.  

Carolyn Pevey, Ph.D.
Department of Sociology
P.O. Box 244023
Auburn University Montgomery
Montgomery, AL  36124
(334)244-3550

----- Original Message -----
From: Tina Deshotels <[EMAIL PROTECTED]>
Date: Thursday, June 8, 2006 9:59 am
Subject: TEACHSOC: Advice on how to deal with religious student(s)
To: "'<Teaching Sociology'" <[email protected]>

> I'm hoping the list will help me deal with a problem I having with a
> student.  I have a student who is very bright and caring but has 
> been trying
> to convert me to Christianity.  This has been going on (subtly) for 
> about a
> year but has recently escalated.  In hindsight I see I should have set
> boundaries much earlier. However, this was my first year here and I 
> didn'twant to get a 'bad' reputation.  When she would discuss 
> religion with me (in
> class, in office hours) I would tell her how sociologists study 
> religion and
> keep it academic.  This is not working.   She will start a discussion
> academically and somehow it ends up about my beliefs.  Yesterday I 
> respondedto one of her emails by saying that this was not a topic 
> for discussion, it
> was beyond the student teacher relationship etc.  I specifically 
> told her to
> respect the boundaries I was setting.  Within 15 minutes she 
> emailed me back
> asking more questions about my beliefs.  It seems to me that this 
> studentbelieves that it is her 'calling' to convert me.  Has anyone 
> ever had to
> deal with this?  Do you have any suggestions?    How could I avoid 
> futureissues like this? (remember I'm in NE Alabama).  
> 
> 
> 
> I appreciate any advice!  
> 
> 
> 
> Tina Deshotels, PhD
> 
> Assistant Professor of Sociology
> 
> Department of Sociology
> 
> 326 Brewer Hall
> 
> Jacksonville State University
> 
> Jacksonville Alabama 
> 
> Office Phone:  256-782-5350
> 
> Email:  [EMAIL PROTECTED]
> 
> 
> 
> 
> 
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