Title: 2004 And Beyond STRENGTHENING THE AGENDA FOR DEMOCRACY IN UNCERTAIN TIMES
127 th Annual Conference
A
Teacher Education Division of The Council for
Exceptional Children
Affirming Diversity through Research,
Professional Development and Advocacy
Albuquerque, NM
November 10-13, 2004
http//www.cabq.gov/film/index.html
2Valuing all voices in the College Classroom
Preliminary Report of Research conducted
by
Colleen Finegan Patricia Renick, Charlotte
Harris Kelli Zaytoun
Wright State University
Dayton, Ohio
3Valuing all voices in the College Classroom
Abstract When students feel that they and their
opinions are valued within the college classroom
setting by the instructor and by other students,
the learning that results is more valuable and
long lasting. What can instructors do to foster
and develop welcoming learning communities within
their classrooms so all will learn?
4Valuing all Voices in the College Classroom
History of the Project
5Valuing all Voices in the College Classroom
- There was a concern at the institutional level
about retention
especially in the first
two years of college at
Wright State University
among individuals who are
members of
underrepresented populations.
6Valuing all Voices in the College Classroom
- Why are students not returning after the first
year? - Typical reasons
- Funding Family issues
- Lack of adequate preparation in High School
- Career change etc.
- Also
- Some concern over some students feeling
disenfranchised in classes.
7Valuing all Voices in the College Classroom
- RFP was issued by University Diversity Advisory
Committee (UDAC) to study the situation from
various angles and write a resource book. - Because of a personal concern and interest each
of us had, we joined together to write the
proposal and were awarded the grant. - We then involved others in the University who we
knew were committed to more inclusionary and
welcoming classroom environments
8Valuing all Voices in the College Classroom
- Individuals on whom we wanted to focus
- Students with Special Needs
- Non-traditional (aged) Students
- Gifted / Talented
- Student Athletes
- Religious / Culturally Diverse.
9Valuing all Voices in the College Classroom
- Individuals on whom we wanted to focus
- Female students
- Gay, Lesbian, Bi-Sexual, Transgendered or
Questioning - Racial / Ethnic Diversity
10Valuing all Voices in the College Classroom
- Research methods used
- Collect information via
- Small Groups Meetings
- Women GLBT and Q
- Honors Program Athletes
- African-American Asian- American
- Hispanic- American other racial/ethnic
- Religious/Cultural Athletes
- Non-traditional (aged) students
- Special learning / physical needs
11Valuing all Voices in the College Classroom
- Additional Research methods used
- Input on specially-
- constructed Website
- Additional Research
12Valuing all Voices in the College Classroom
Diversity
From the chapter by Dr. Charlotte Harris
13Valuing all Voices in the College Classroom
- Sources of Diversity
- Demographic characteristics
- Personality characteristics
- Abilities and skills
14Valuing all Voices in the College Classroom
- Potential OutcomesPositive or Negative?
- Decrease, or increase, stereotyping and
prejudice - Increase positive, or negative, relationships
- Increase, or lower, achievement and productivity
(Johnson Johnson, 2002)
15Valuing all Voices in the College Classroom
- Potential OutcomesPositive or Negative?
- Foster, or diminish, growth in cognitive and
moral reasoning and perspective taking - Improve decision making and problem solving or
create interaction strain
(Johnson Johnson, 2002)
16Valuing all Voices in the College Classroom
- To capitalize on the positive potential
- Integrate diversity into personal identities
- Reduce cognitive barriers
- Build positive relationships
- Establish conditions for constructive group
interaction - (Johnson Johnson, 2002)
17Valuing all Voices in the College Classroom
Nature of Culture The ever-changing values,
traditions, social and political
relationships, and
worldview created, shared,
and transformed by a group of people
bound together by a
combination of factors that can include a
common history, geographic location,
language, social
class, and religion (Nieto, 1999, p. 48)
18Valuing all Voices in the College Classroom
- Culture is
- Learned
- Transmitted through contact with various
socialization agents - Manifested in various ways
- Portable
- Dynamic
- ? Socially constructed
19Valuing all Voices in the College Classroom
- Cultural identity
- Is composed of multiple sub-identities
- Is inherently social
- ? Influences how we perceive the world
20Valuing all Voices in the College Classroom
- Academic Culture
- Information primarily transmitted through
lectures and discussions - Concepts/principles presented in deductive
manner - Students expected to draw conclusions and
demonstrate application
21Valuing all Voices in the College Classroom
- Academic Culture
- Verbal assertiveness and active participation
valued - Individual accomplishment and competition for
grades encouraged - (Prenger, 1999)
22Valuing all Voices in the College Classroom
- Multicultural Education
- An education for freedom
- A means by which diversity is nurtured,
preserved, and extended - ? An educational response to recognizing and
embracing cultural pluralism. - (Banks, 2002)
23Valuing all Voices in the College Classroom
- Dimensions of Multicultural Education
- Content integration
- Knowledge construction process
- Prejudice reduction
- Equity pedagogy
- Empowering school culture and social structure
- (Banks, 2002)
24Valuing all Voices in the College Classroom
- Categories of Knowledge
- Personal/cultural knowledge
- Popular knowledge
- Mainstream academic knowledge
- Transformational academic knowledge
- School knowledge
- (Banks, 1993)
25Valuing all Voices in the College Classroom
- To create and sustain a safe, supportive, and
empowering classroom community - Heightened sociocultural consciousness
- An affirming attitude towards students whose
cultural backgrounds and experiences are
different - Curriculum and pedagogy that recognizes
multiple perspectives and different learning
styles, patterns of interaction, and cultural
histories
26Valuing all Voices in the College Classroom
- To create and sustain a safe, supportive, and
empowering classroom community - Awareness of how our cultural identities affect
the learning environment - ? Awareness of the attitudes, values, and
beliefs we bring into the classroom
27Valuing all Voices in the College Classroom
A truly emancipatory multicultural classroom
community goes beyond the language of
inclusivity by emphasizing relationality and
multivocality as the central intellectual forces
in the production of knowledge (McCarthy,
1990, p. 119)
28Valuing all Voices in the College Classroom
Building Community
From the Chapter in the book by Colleen Finegan
29Valuing all Voices in the College Classroom
- Common terminology used to refer to a class of
students is community of learners. - Term community connotes commonalities
- Common goal Common foe / enemy
- Common good Common interests
30Valuing all Voices in the College Classroom
- QUESTION
- Is a class of students
automatically a Community
just because
they are all
in the same physical space
at
the same time? -
31Valuing all Voices in the College Classroom
- In the first couple years of higher education,
students are in general education classes and
often have little in common other than being in
the same physical space at the
same time. - Classes- required
- Sections- fit around work / life schedule
32Valuing all Voices in the College Classroom
- After students declare their majors, they have
much more in common. - Community building may be easier.
- This doesnt mean that having a sense of
community is impossible in the first two years,
but it is harder to build since there are fewer
commonalities.
33Valuing all Voices in the College Classroom
- Becoming a community of learners is not
automatic - it must be valued, built and
nourished. - The strength of this community depends on the
purposeful efforts of those who teach in or
administer the program, as well as the students
in the program.
34Valuing all Voices in the College Classroom
- Determinants
- The students perception of the attitude and
personal qualities of the professor contributes
much to the atmosphere. - Respect for students
- Personal values / commitments
- Degree of openness
- Fairness
- Consistency
35Valuing all Voices in the College Classroom
- How is respect for each / all students shown?
- Physical and psychological safety
- Valuing each person and his/her contributions
- Freedom to talk about parameters of the class
- Right to freely express opinions which may differ
from teachers, peers or politically-correct
viewpoint
(with no repercussions).
36Valuing all Voices in the College Classroom
- External Influences
- scheduling problems,
- changes in instructors, books or rooms,
- overcrowding,
- world events,
- holidays,
- the weather, etc.
37Valuing all Voices in the College Classroom
- Even these types of changes can be better
tolerated depending on the attitude and empathy
and flexibility of the instructor.
38Valuing all Voices in the College Classroom
- Students must feel
- heard, respected and safe
- if they are going to be involved and take the
chance
to display their vulnerability
and offer a potentially incorrect answer in
front of their peers.
39Valuing all Voices in the College Classroom
- SUGGESTIONS
- To increase student involvement and interest in
learning - cooperative and/or collaborative learning,
problem-based learning, - service learning,
- classroom assessment,
- supplemental instruction
and/or study groups - (Tinto, 2002)
40Valuing all Voices in the College Classroom
- SUGGESTIONS
- Foster a cooperative learning environment, as
opposed to a traditionally competitive one, - (Rishi, 1998)
41Valuing all Voices in the College Classroom
- SUGGESTIONS
- A carefully structured
- cooperative learning environment
- can often produce higher student
achievement and facilitate positive relationships
among students. - (Johnson, Johnson
Smith, 1991)
42Valuing all Voices in the College Classroom
Gender Issues
From the Chapter in the Book by Kelli Zaytoun
43Valuing all Voices in the College Classroom
Gender Issues in the University
Classroom Classroom dynamics Curricular
issues Pedagogical issues
44Valuing all Voices in the College Classroom
A Brief Look at Numbers Women are now 57 of
those earning college degrees, but they are still
clustered in traditionally female-dominated
majors (Bae, et al. 2000 King, 2003 Persaud,
1999) Differences among women and among men
45Valuing all Voices in the College Classroom
- Recommendations
- Attention to sex segregation by
major/college - More efforts to recruit and retain those
from underrepresented groups - ? Conduct exit interviews when students change
majors -
46Valuing all Voices in the College Classroom
Classroom Dynamics Microinequities Communicati
on patterns Classroom power implications
47Valuing all Voices in the College Classroom
- Recommendations
- prohibit sexist comments and behaviors
- establish group norms
- do not ask students to speak on behalf of those
in the group/s they represent - ask a colleague to observe your classrooms for
gender-related patterns in interactions - ? adjust teaching styles so as to not reward
particular students over others
48Valuing all Voices in the College Classroom
- Outside the Classroom Issues that impact womens
success - Safety/sexual harassment and assault
- Parenting and birth control
- Money
- Discrimination
- Relationship issues
- Body image
- Health/Alcohol and drug concerns
49Valuing all Voices in the College Classroom
- Recommendations
- stay informed about current gender-related
student issues/needs - assess campus climate for women
- ? advocate for university response to needs
50Valuing all Voices in the College Classroom
Gay, Lesbian, Bisexual, Transgendered Issues
From the Chapter in the Book by Kelli Zaytoun
51Valuing all Voices in the College Classroom
- GLB Student Experiences
- Actions that impact learning
- Homophobic comments by students and faculty
- ? Heterosexism
52Valuing all Voices in the College Classroom
- Effects of homophobia/heterosexism
on GLB students - Decrease in self-esteem
- Emotional and social difficulties
- Increased use of alcoholic substances
- Increase in depression, loneliness
and suicidal ideation
53Valuing all Voices in the College Classroom
- Recommendations and Ground rules
for class discussions - Recognize and interrupt homophobic harassment
- Give swift attention to intended and unintended
homophobic remarks by students - Dont assume every student in your class in
heterosexual
54Valuing all Voices in the College Classroom
- Recommendations and Ground rules
for class discussions - Use inclusive language ex. partner instead of
husband/wife - Increase visibility of GLB issues and people
- Support students in their exploration/research
of GLB issues
55Valuing all Voices in the College Classroom
Race / Ethnicity and Class
Taken from the chapter written by Charlotte Harris
56Valuing all Voices in the College Classroom
- Race/Ethnicity and Class
- Play an important role in the lives of many
students. - Have a significant impact on students
perceptions of themselves. - Affects learning and assimilation into the
academic culture of a college campus.
57Valuing all Voices in the College Classroom
- Students in oppressed ethnic and racial groups
and the culture of poverty may - Experience a school environment that is
incongruent with their cultural experiences. - Use and acquire language differently.
- ? Be blamed for the hardships they face.
58Valuing all Voices in the College Classroom
- Students in oppressed ethnic and racial groups
and the culture of poverty may - Experience instructional methods and teaching
strategies that vary greatly, depending on the
environment in which students live. - Be disproportionately tracked into low-ability
groups in which low achievement is expected.
59Valuing all Voices in the College Classroom
Students in oppressed ethnic and racial groups
and the culture of poverty may ? Form
ambivalent or oppositional identities, viewing
the attitudes and behaviors of the dominant group
as not appropriate for them.
60Valuing all Voices in the College Classroom
- On a college campus, these students may
- Encounter culture shock and experience a sense
of isolation. - Have hidden rules of doing and being that may
clash with a campus culture. - Have serious financial shortages and/or work
full-time jobs.
61Valuing all Voices in the College Classroom
- Educators should
- See students as individuals, rather than as
members of specific groups. - Review their expectations for students and their
behavior toward students from oppressed groups to
ensure that they are not discriminating.
62Valuing all Voices in the College Classroom
- Educators should
- ? Help students interact with the academic
content through discussion and authenticity,
relating the content to students prior
experiences and real-world applications. - Encourage all students to be critical of what
they read, see, and hear in textbooks, through
the mass media, and from their parents and
friends.
63Valuing all Voices in the College Classroom
- Educators should
- Provide mentoring and support for navigating the
college environment. - ? Use collaborative learning approaches,
providing additional explanations for topics,
forming study groups within a class and
opportunities to interact and discuss the class
with the professor.
64Valuing all Voices in the College Classroom
Special Physical and/or Learning Needs
Colleen Finegan
65Are all voices in college classrooms heard and
valued?
- Issues around disabilities
- Access to classrooms
- Access to needed learning materials
- Access to bathrooms and junk food machines
during break time - Access to resources
- Access to participate in all classroom /
learning activities including field trips)
66Are all voices in college classrooms heard and
valued?
- Kinds of disabilities
- Visible
- Physical or Sensory challenges
- Hidden
- Learning Disabilities
- ADD/ ADHD
- Mental / Emotional / Metabolic Challenges
- Health impaired
67Are all voices in college classrooms heard and
valued?
- Supports for students with disabilities
- Universal Design
- Assistive Technology
- Learning Resources
- Tutoring
- Alternative Assessment
- Extended time, or several shorter periods of time
68Are all voices in college classrooms heard and
valued?
- Strategies
- Model spirit of inclusion
- Do not ask person to speak for the group of
people he/she represents - Do not assume that the person can or cant do as
the others in the class - Model comfort with student and with special need
- Make sure everything is accessible the
individual shouldnt have to ask.
69Valuing all Voices in the College Classroom
Intellectual Capabilities
Colleen Finegan
70Valuing all Voices in the College Classroom
- Assumptions /Stereotypes
- Gifted students are
- gifted in all areas
- behave appropriately in class
- mature
- do their homework consistently
- obedient, complaint
- responsible
- highly productive
71Valuing all Voices in the College Classroom
- Assumptions /Stereotypes
- Gifted students are not
- healthy, good-looking, nor muscular
- from poor families
- from families of color
- from rural families
- from single-parent families
- handicapped
- negative in class
- behavior problems
72Valuing all Voices in the College Classroom
- Gifted students need to be
- recognized for who they are
- given the opportunity to express their gifts and
talents in classes - challenged to grow in the areas of their interest
- freed from restrictions based on faulty
stereotypes - valued for themselves and allowed to progress
scholastically and not held back by being used as
peer tutors
73Are all voices in college classrooms heard and
valued?
- Wright State University celebrates diversity. Our
daily life is made rich by the diversity of
individuals, groups, and cultures. The interplay
of the diverse stimulates creativity and
achievement in all facets of our existence. - Respect, tolerance, and goodwill are the
keystones to enjoying the diversity of our world.
We are all linked to each other in a world
created for all of us to share and enjoy. Each
member of humanity has a potential contribution
to make to the whole. It is our duty to encourage
and promote that contribution.
74Are all voices in college classrooms heard and
valued?
- Wright State University is committed to achieving
an intellectual, cultural, and social environment
on campus in which all are free to make their
contribution. We will achieve an environment in
which every student may think, and learn, and
grow without prejudice, without intimidation, and
without discrimination. We will achieve an
environment in which personal dignity and respect
for the individual are recognized by all.
75Are all voices in college classrooms heard and
valued?
- Wright State University promotes the acceptance
and appreciation of every individual regardless
of race, gender, age, ethnicity, ability or
disability, sexual orientation, socioeconomic
status, religious affiliation, or national
origin. We encourage appropriate activities and
events that foster learning about the diversity
of our world.
76Are all voices in college classrooms heard and
valued?
- Wright State University will be a model for our
geographic region, exemplifying that a human
community can exist that celebrates diversity,
enjoys the richness that diversity brings to our
lives, and grows stronger with every new member. - Adopted by the Wright State University Board of
Trustees March 28, 1991