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Navigating Controversial Topics in Required Diversity Courses

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Title: Navigating Controversial Topics in Required Diversity Courses
Language: English
Authors: Ryan A. Miller (ORCID 0000-0002-1855-9887), Laura Struve, Morgan Murray (ORCID 0000-0003-4992-3407), Alex Tompkins (ORCID 0000-0003-1705-9669)
Source: Journal of the Scholarship of Teaching and Learning. 2024 24(1):1-18.
Availability: Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iu.edu; Web site: https://scholarworks.iu.edu/journals/index.php/josotl
Peer Reviewed: Y
Page Count: 18
Publication Date: 2024
Sponsoring Agency: University of North Carolina at Charlotte
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: College Faculty, Humanities, Social Sciences, Predominantly White Institutions, Required Courses, Diversity, Undergraduate Study, Teacher Attitudes, Controversial Issues (Course Content), Discussion (Teaching Technique), Learning Strategies, Social Problems, Resistance (Psychology), Teacher Student Relationship, Safety, Classroom Environment, Sense of Community, Conflict, Learner Engagement
ISSN: 1527-9316
Abstract: Required undergraduate diversity courses often expose students to topics and worldviews which may push them out of their comfort zones and prompt dissonance and even resistance. This paper reports on interviews with 68 faculty members across 16 humanities and social science disciplines at five predominantly white institutions in the Southern United States, detailing how they navigated discussion of controversial topics in required diversity courses. Most instructors aimed to expose students to critical social issues yet were concerned that resistance could disturb the learning process. We identified 20 unique strategies for handling controversial topics in class that included proactively establishing community and safety and normalizing conflict, and reactively acknowledging and surfacing multiple perspectives, as well as connecting content to students' lived experiences. Some instructors also reported a lack of controversy or conflict in their classrooms, which they variously attributed to student characteristics or their own disinclination to promote heated discussion - which, we argue, calls into question the breadth and criteria of many institutionally defined diversity course requirements. We conclude the paper with implications for faculty, educational developers, administrators, and institutions.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1425114
Database: ERIC
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  Data: Navigating Controversial Topics in Required Diversity Courses
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  Data: <searchLink fieldCode="AR" term="%22Ryan+A%2E+Miller%22">Ryan A. Miller</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1855-9887">0000-0002-1855-9887</externalLink>)<br /><searchLink fieldCode="AR" term="%22Laura+Struve%22">Laura Struve</searchLink><br /><searchLink fieldCode="AR" term="%22Morgan+Murray%22">Morgan Murray</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4992-3407">0000-0003-4992-3407</externalLink>)<br /><searchLink fieldCode="AR" term="%22Alex+Tompkins%22">Alex Tompkins</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1705-9669">0000-0003-1705-9669</externalLink>)
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  Data: Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iu.edu; Web site: https://scholarworks.iu.edu/journals/index.php/josotl
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  Data: Required undergraduate diversity courses often expose students to topics and worldviews which may push them out of their comfort zones and prompt dissonance and even resistance. This paper reports on interviews with 68 faculty members across 16 humanities and social science disciplines at five predominantly white institutions in the Southern United States, detailing how they navigated discussion of controversial topics in required diversity courses. Most instructors aimed to expose students to critical social issues yet were concerned that resistance could disturb the learning process. We identified 20 unique strategies for handling controversial topics in class that included proactively establishing community and safety and normalizing conflict, and reactively acknowledging and surfacing multiple perspectives, as well as connecting content to students' lived experiences. Some instructors also reported a lack of controversy or conflict in their classrooms, which they variously attributed to student characteristics or their own disinclination to promote heated discussion - which, we argue, calls into question the breadth and criteria of many institutionally defined diversity course requirements. We conclude the paper with implications for faculty, educational developers, administrators, and institutions.
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      – Text: English
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        PageCount: 18
        StartPage: 1
    Subjects:
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Humanities
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      – SubjectFull: Social Sciences
        Type: general
      – SubjectFull: Predominantly White Institutions
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      – SubjectFull: Required Courses
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      – SubjectFull: Diversity
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      – SubjectFull: Undergraduate Study
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Controversial Issues (Course Content)
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      – SubjectFull: Discussion (Teaching Technique)
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      – SubjectFull: Learning Strategies
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      – SubjectFull: Social Problems
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      – SubjectFull: Sense of Community
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