Beth,
A great topic. And I have no doubt your class discussions have gone
well in part because of how you have handled the material, and also
that you have given students the benefit of the doubt when it comes to
handling sensitive and/or controversial material.
Last Monday, in my marriage and family class, we discussed the issue
of homogamy -- the trend for couples to couple based on similar
demographics.
I spent some time in class examining one particular example: race
The class was asked to share their experiences dating outside of their
race (assuming they had such experiences), and further, to talk about the
impact this had on them personally but also in terms of their family.
One of the questions I asked was: Does anyone have a family member or
entire family that has explicitly forbade dating someone of another race?
Some of the students spoke up and admitted that such prejudices exist
in their family and talked about how they have dealt with it.
I'm always surprised that the class -- and the class is pretty well
mixed racially -- listens intently and discusses this issue so well.
There was a time when I would have avoided the discussion, fearing I
was causing trouble and making students uncomfortable.
Now, maybe some students don't like this discussion (and we don't
go on and on about it), but from appearances it seems once again
the classroom environment with its implicit rules of conduct can often
operate in a manner that is vastly superior to other kinds of environments.
Best wishes,
Jim G
UCA
> Subject: Classroom bully pulpits
> From: Beth Benoit <[EMAIL PROTECTED]>
> TIPSters,
>
> This is a tangential thread that has gotten me thinking following the
> do-we-write-a-recommendation-for-a-creationist-student topic...
>
> I'm interested in the opinions of my fellow colleagues of "opinions in the
> classroom." Many current events have psychological relevance, of course,
> and can make for exciting classroom discussion. However, on matters that can
> include side-taking, I confess that at times I find myself fairly
> transparent in my efforts to keep my personal opinions in check and
> occasionally skate dangerously near the edge when discussing volatile
> topics.
>
> For example, in my Social Psychology class, I brought up the topic of Bush's
> latest tactics to garner support for his war effort as an example of
> persuasion tactics. The press briefings by the "Secretary of Homeland
> Security" ("The enemy has targeted YOU! You and your family are threatened!
> Buy duct tape! Cover your windows with plastic sheeting!") will most likely
> result in many Americans feeling personally threatened, and thus more likely
> to support an aggressive stance on war. Great persuasion technique. I
> promise I didn't smirk while talking about it, but I think only students who
> were sleeping with their eyes open missed my personal feelings on the
> matter.
>
> Another example: I just covered the topic, "Should Lesbian and Gay Couples
> be Allowed to Adopt?" in my Developmental class. (I use "Taking Sides" as a
> supplementary text.) I showed a video of kids talking about what it's like
> to be the child of such couples along with kids who are opposed to
> homosexuality (from "Nick Jr." - terrific). I was a little concerned that
> the class would turn into a discussion of "the immorality of homosexuality,"
> but happily it quickly became obvious that all ten of the students were
> tolerant and understanding and the discussion went right where I hoped it
> would - to the issue of what - if any - effect it has on the child. (Ah,
> bliss, when class goes like that.) This class even emboldened one student
> to share with the class that she was a lesbian and was now pregnant with a
> baby she and her partner were excitedly planning to raise.
>
> Most of the time I avoid taking obviously controversial stands, saying I
> know there are two or more sides to some issues, etc., but I know that a
> classroom can be a bully pulpit, and while I'm not without my own personal
> feelings on many issues (ask my husband if I'm opinionated!), I'm usually
> able to be palliative in handling discussion. Yet I also know the history
> of "town and gown" that has the university in the forefront of cutting edge
> thinking. So I'm curious to know how many of you think we should take a
> "hands off" stance on hot topics and how many of you think that as long as
> we state that it's our opinion, anything goes.
>
> Beth Benoit
> University System of New Hampshire
>
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