Difficult conversations
Allowing students to look outside their narrow field of study and gain new perspectives is at the core of Pathway General Education. This is particularly true of one of the program’s learning concepts - Critical Analysis of Identity and Equity in the United States - where students are asked to explore social identities, including race, ethnicity, and gender.
And the conversations that come out of these courses are important but not always easy to have.
Faika Tahir is a doctoral candidate in sociology and taught the Pathways course Sociology of Race and Ethnicity during the spring 2022 semester. As part of the course, Tahir created online writing assignments where students were asked to make sociological arguments and respond to fellow students on a message board. The students turned in good work - they clearly understood the course’s concepts - but when asked to talk face-to-face, the discussion halted, said Tahir.
“When they were on the online discussion boards, they were doing great. The writing was awesome. They were using all the sociological paradigms we learned in class,” said Tahir. “The assignments they turned in were good too. The problem was they wouldn’t engage in classroom discussions.”
A survey of the class revealed that many of the students were concerned about hurting a fellow classmate’s feelings. Others felt uncomfortable discussing the material and said they’d prefer a lecture-based format for the class.
“Many students believed that they could be both empathetic and quiet during the classroom discussions,” said Tahir. “Silence is neither empathic nor sympathetic, it’s often quite the opposite.”
For help, she turned to a colleague, Andrea Baldwin, an assistant professor in the Africana and Women’s and Gender Studies programs. She also sought guidance from the Center for Excellence in Teaching and Learning.
The suggestions she got from Baldwin allowed her to re-engage the class’s discussions and boosted her confidence, said Tahir.
Below are a few techniques Tahir used to foster conversations around difficult topics. They could be valuable when discussing religion, history, or “anytime you’re discussing the differences between people,” she says.
Discuss your own biases with the class
Tahir came to Virginia Tech last year after receiving a master’s degree in Pakistan where the discussion of equity and inclusion has a different focus than at an American university. At the recommendation of a fellow faculty member, she directly spoke to her students about her background and the experiences she brings to the conversation.
“As a sociologist in South Asia, we address social issues, but there the discussion is about class and caste not race,” she said. “This discussion was new to me. I told my students, ‘I’m here to learn too.’”
By explaining her background, Tahir says, she changed the dynamic of the classroom by shifting away from her lecturing students to inviting a two-way discussion.
Set clear rules and expectations for classroom discussions
An in-class survey helped Tahir understand that many students were hesitant to participate in discussions because they worried they’d say the wrong thing or hurt someone’s feelings. She found that setting clear ground rules helped lessen those concerns.
“For conversation engagement, I added a specific section for discussion rules in the syllabus,” said Tahir. “They included listening empathetically, criticizing the argument and not the individual, and trying to explain your point with reasoning. Also, I reminded students that a difference of opinion can make us think harder rather than speak louder.”
Ask your students to write on their own experiences
“I asked my students to write about their own race and gender identity and when, why, and how they became aware of both,” said Tahir. ”Once they become more aware of how they understand their own race and gender, then they can be more empathetic and engaged with other students.”
Get outside the classroom
Tahir asked her students to ride the Blacksburg Transit and just observe the behavior of people on the bus and apply one of the sociological perspectives to what they were seeing.
Here’s why it worked: Students were able to observe people in their own communities but at a greater distance than their fellow students in a small discussion group. While it didn’t meet the standards of research, students felt more comfortable discussing their observations, biases, and practice what they learned in the classroom.
A similar exercise could be done by assigning a documentary film for students to watch or reading a biography.
“Race and ethnicity isn’t something that can be just taught in a lecture, it needs to be discussed,” said Tahir. “As a sociologist, I can provide them with different perspectives that allow them to engage with the subject but eventually they need to develop their own understanding and feel comfortable to talk about it.”
For faculty interested in learning more about supporting class discussions, the Pathways General Education program recommends the resources below:
Howard, J. (2019). How to hold a better class discussion: Advice guide. Chronicle of Higher Education. Practical strategies for improving discussion in your class.
Howard, J. R. (2015). Discussion in the college classroom: Getting your students engaged and participating in person and online. Jossey-Bass. A research-based discussion of the benefits of discussion, the common pitfalls, and strategies to overcome them.
Brookfield, S., & Preskill, S. (2005). Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms. Jossey-Bass. Provides strategies for planning, facilitating, and assessing classroom discussion, including how to adapt discussion for online courses.