Interesting question Nancy...
Since I'm not in your class, I can't really comment on what you are or are not doing - or even that it's you -- that's prompted that response. If it were me, I'd leave 10 minutes at the end of class one day and tell students that I'd like to get some feedback on how the class is going. Could I have 5 or 6 volunteers? Show of hands, please. Dismiss everyone else, and just at the front of the room, ask them how the class is going. Then pick out a couple things, including this one, to ask them about. The focus should be on what's going well and what you can do to make the class better. I had a colleague who did this about every week, but if memory serves, he met with the students for a few minutes after class. As the semester progressed, he met with the students less frequently, because the students had less to say as their issues were adequately addressed. For instance, you may discover that it's not you but the textbook... and that may be a reflection on the research. The vast majority of the research has been with other-sex relationships. And that's understandable - there are more of them, thus easier to find. And, frankly, probably easier to fund. John Gottman who has done a ton of research on relationships reports having done one longitudinal study on same-sex couples on his website, albeit an interesting one, and it's not yet published: http://www.gottman.com/research/projects/gaylesbian/. If the issue is the lack of research found in the textbook, then there's fodder for an interesting classroom presentation or small group discussion. Sue -- Sue Frantz Highline Community College Psychology Des Moines, WA 206.878.3710 x3404 [EMAIL PROTECTED] http://flightline.highline.edu/sfrantz/ -- APA Division 2: Society for the Teaching of Psychology http://teachpsych.org/ Office of Teaching Resources in Psychology, Associate Director Project Syllabus http://teachpsych.org/otrp/syllabi/syllabi.php From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] Sent: Tuesday, September 23, 2008 10:18 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Gay/Lesbian Students in a large lecture human sexuality class Hi, I teach a 90 student human sexuality class. This (the large size) is not my idea and not at all ideal. I don't think a human sexuality class in psychology (as opposed to health) should be so large - it makes discussion difficult. But this is administration's call and of course it saves money not to run two concurrent small sections. Needless to say, I understand the environment may be daunting for students who are sexual minorities. The discussion skews toward male-female, heterosexual themes (as they compromise the majority of enrolled students). I do offer a wide variety of topics and themes in videos and guest speakers including GLBT materials. For the second time in 2 years I have been informed by other students that there are gay/lesbian students who feel "left out" of the discussion. As I DO make comments and interjections trying to (to the best of my limited ability) introduce the perspective of homosexuals/bisexuals into discussions (I am straight, and I feel as if I may not be able to accurately portray those views). I am anxious and unsure of what else to do. I would appreciate suggestions, if I am guilty of running a "heterosexist" class on how to help these students feel more included. Or, other perspectives if perhaps (as I've wondered) they should speak out and claim some turf if they want to be heard (as I have made it clear I am there to help all students speak about their experiences if they so choose to do). Nancy Melucci Long Beach City College ________________________________ Find phone numbers fast with the New AOL Yellow Pages <http://yellowpages.aol.com/?NCID=emlweusyelp00000001> ! --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
