ADDRESSING MULTICULTURAL ISSUES IN A PREDOMINANTLY WHITE CLASSROOM
CILA Faculty Lunch Conversation
Tuesday, April 1
11:45-1:15, Buntrock 142
Bruce Nordstrom-Loeb, Sociology and Anthropology
Co-sponsored by Community Life and Diversity
The title of this session could also be "Challenges of Teaching in the Multicultural Classroom," since even a "predominantly white" classroom contains diversity. The kinds of questions we'll explore include the following:
** What do we mean by "diversity" and "multicultural"? Do we need to pay attention to diversity issues only if our course content centers around them?
** How do faculty whose training occurred long ago feel competent or comfortable teaching about multicultural issues? What questions might we ask ourselves to help us get ready to teach in a diverse classroom?
** What differences does it make for students whether the professor is "white" or a person of color, a man or a woman? What does it mean for a middle-aged white male professor to be an ally of students who feel different than the norm in his classroom?
** What agendas and experiences do students, both white students and students of color, bring with them about multicultural issues, that will affect how we teach? What different learning styles and strengths do different students bring to class that we need to be aware of?
** What is the difference between a class with one student of color and one-third students of color, to us as faculty, and to the members of the class? How do we take account of "invisible" diversity (sexual orientation, social class, religion) as we teach?
** What problems are presented by white guilt and minority anger in conducting class discussions? Is there a way to reach "resistant" students about diversity issues?
** What is our goal for changes in value and attitudes when we teach about diversity issues, if any - over and above "learning the material"? Should we have such goals?
