Definitely! While I wouldn’t want to call it an obligation to share these sorts of things, I think it is important for those who are able and feel ready to engage in conversation about these sorts of experiences. It provides an advocate and model for those who aren’t yet ready to talk about it.

Yes. Just yes to everything you said.

In particular, I like the point you make about having diversity and inclusion education in small group conversation. I know there are required courses for that sort of thing, but I think it’s important to make this a learning-centered conversation. And what’s more teaching-centered than an online module that students just click through?

I also really appreciate your last two points and see a strong connection there as well. It’s hard to address those microagressions that come up in conversation and it’s easy just to glaze over them if they don’t pertain to you, but if you are part of the majoritized group and just let it go, it’s making it the problem of the minoritized group.

I totally agree with your point. I think real dialogue is the answer to a lot of problems.

The more I think about the age piece, I also start to consider how the passing of time plays a role. Do I have some vague recollection of what it’s like to be 18 and entering college? Sure. Do I know what it’s like to be an undergraduate student in the year 2018? Not so much.

I really appreciate that you mention vulnerability. I think its such an important part of multicultural understanding but such a hard one to implement. Showing vulnerability makes these conversations more compelling, but there’s so much risk to that. Thanks for that insight!

I really appreciate that example, Michelle! Thinking about how our language reflects our views is an important exercise for us and also might be a worthwhile challenge for our students. It also makes me think of the practice coming up with the best arguments for a viewpoint that you don’t hold yourself.

I feel like that kind of advocacy that you and your friend modeled at separate times is a big part of what we need. There’s a certain privilege that people who don’t identify with the marginalized group hold in speaking out that those hold that identity lack.

Those conversations are hard to have, but it’s definitely worth learning how to do that. I always find myself wondering how we can best have those educational conversations to engage students rather than just explaining ideas to them.

Hi Jake, Thank you for sharing your deeply personal and troubling experiences. Looking back, would you engage students from your early experiences differently or more? Do you think that there were students that you could have had more success with, based on your own growth? Would you encourage other first and second year students to engage more, or wait to engage? It’s challenging to be part of a community where students are not being checked, but I also recognize the need for allies to help in that process. I’m curious if there were bystanders, and whether you think that bystander intervention could have helped in your experience or if you think it would have worsened matters. Thank you for so thoughtfully engaging this week.

Definitely! While I wouldn’t want to call it an obligation to share these sorts of things, I think it is important for those who are able and feel ready to engage in conversation about these sorts of experiences. It provides an advocate and model for those who aren’t yet ready to talk about it.

Yes. Just yes to everything you said.

In particular, I like the point you make about having diversity and inclusion education in small group conversation. I know there are required courses for that sort of thing, but I think it’s important to make this a learning-centered conversation. And what’s more teaching-centered than an online module that students just click through?

I also really appreciate your last two points and see a strong connection there as well. It’s hard to address those microagressions that come up in conversation and it’s easy just to glaze over them if they don’t pertain to you, but if you are part of the majoritized group and just let it go, it’s making it the problem of the minoritized group.

I appreciate the points you made about some of the effective professors you’ve seen. Knowing your strengths and what works for you is an important aspect of teaching, and if that’s using the tried and true overheads over technology, great.

One point I might question is the metaphor of stepping into an authentic style like a uniform. Being genuine is certainly key, but I’m not sure a style can be that rigid. To only regard what works best for you as a teacher and your preferences might result in losing sight of being attentive to the unique group of learners in front of you.