On Diversity in Teaching and Learning: a Compendium

On Diversity in Teaching and Learning: A Compendium

Faculty Teaching Excellence Program Office of Academic Affairs University of Colorado at Boulder Norlin M400A, Campus Box 360 Boulder, Colorado 80309

Table of Contents

The Faculty Teaching Excellence Program

A History of the Series on Diversity in Teaching and Learning

Fostering Diversity in the Classroom: Teaching by Discussion Ron Billingsley, English Department

Developing and Teaching an Inclusive Cumculum Deborah Flick, Women Studies Program

Fostering Diversity in a Medium-Sized Classroom Brenda J. Allen, Communication Department

The Influence of Attitudes, Feelings and Behavior Toward Diversity on Teaching and Learning Lerita Coleman, Psychology Department

The Nature and Problem of Stereotypes William Wei, History Department

Dialogue on Diversity in the Classroom Janet Jacobs and Michele D. Simpson, Women Studies Program

Head Tip: A Teaching and Learning Discussion Polly E. McLean, School of Journalism and Mass Communication

Encouraging Participation in the Multicultural Classroom: Using Visual Resources Albert Chong and Claire Farago, Fine Arts Department

Diversity and Education: Sexual Orientations Ralph Hexter, Comparative Literature

Diversity and Language: ESL Students in the University Classroom Anne Bliss, University Writing Program Enriching Science through Diversity Margaret Asirvatham, Chemistry Department

Diversity, Individual Differences, and Students with Disabilities: Optimizing the Learning Environment Christine Yoshinaga-Itano, Department of Speech, Language, and Hearing Sciences

Teaching Diverse Students: A View from Asian American Students Lane Ryo Himbayashi, Department of Ethnic Studies The Faculty Teaching Excellence Program

The University of Colorado at Boulder's 3,200 faculty members have been served by the Faculty Teaching Excellence Program since 1986. The Program offers a wide range of services to faculty members. In the area of mass offerings, it sponsors the Professional Lecture Series and the Instructional Workshop and Symposia Series. Generally, these events represent faculty members sharing their insights and innovations with colleagues. To address the needs of individual faculty members, the Program offers a voluntary and confidential consultation system with a flexible range of services. The Faculty Teaching Excellence Program has published three volumes in a series entitled On Teaching, featuring articles written by Boulder fa~vltymembers on pedagogy, usually from a practical and personal point of view. A third publication-Compendium of Good Teaching Ideas-has been developed from interviews with teachers on the Boulder campus who have been cited for excellence in the classroom and contains 113 practical teaching tips. To assist faculty in keeping up with developments in the field of teaching, the Faculty Teaching Excellence Program sifts through the mass of articles written on instructional methods and distributes copies of the best to all faculty. Appearing three times each semester, this series is entitled Memo to the Faculty. The work of the Faculty Teaching Excellence Program is heavily dependent on research on teaching. In order to improve teaching, the Program both monitors work being done at other universities and conducts its own research on classroom teaching. The University of Colorado and the Faculty Teaching Excellence Program are committed to embracing diversity in each and every aspect of the campus community. The Faculty Teaching Excellence Program wants to explore the variety of ways in which faculty members enhance diversity in the classroom both between and among students as well as in the curricula of courses. To that end we wish to provide these ideas to our community of teachers, scholars, and students.

Mary Ann Shea, Director Faculty Teaching Excellence Program and President's Teaching Scholars Program January 1999

A History of the Diversity in Teaching and Learning Series

This is a collection of monographs on embracing diversity in teaching and learning published by the Faculty Teaching Excellence Program and mailed to faculty at the University of Colorado. The original mailings were funded by the Faculty Teaching Excellence Program, Academic Affairs and a modest grant from the President's Fund for the Retention of Minorities and Women. In order to begin and develop the project, a committee was established whose members included:

*Ron Billingsley, English Lerita Coleman, Psychology *Shu-Ling Everett, Journalism *Deborah Flick, Women Studies *Estevan Flores, Sociology .Robert Pois, History William Wei, History

It took the Faculty Teaching Excellence Program several semesters to develop the appropriate format to address issues of diversity in teaching and learning at the University of Colorado. The Program first set out to put together a Compendium of Good Ideas on Teaching and Learning: Focus on Diversity. The committee members served as advisors in developing a 19-item survey of descriptors which asked students to assess the impact that diversity had on their learning experiences. These surveys were then administered to classes of selected faculty on the Boulder campus. The next step was to interview these faculty members and to ask them to comment on the categories in which students had rated them very highly. Then tapes of the conversations were reviewed to identify concrete teaching tips for the improvement of teaching and learning with respect to diversity. While the tips we extracted from these conversations were excellent, it quickly became apparent that they were relevant within different pedagogics and teaching methodologies of faculty. Since the Program's goal was to provide concrete teaching tips that could be readily adapted or adopted by faculty who wanted to honor diversity in their classrooms, the pedagogy had to be examined and explained. The tips would only be useful to other faculty if they were framed in a pedagogical context. The Program therefore decided to ask faculty members known to be experienced in creating an atmosphere in their classes that fosters diversity to author a brochure with concrete teaching tips. Those tips are prefaced here by a short narrative in which the framework is set within which the teaching tips are suggested. The response our first brochures received was very positive and clearly reflected the need our faculty colleagues and the community had for more such information, It also suggested that we had chosen an appropriate format to address the complex issues of diversity in teaching and learning at our university. We therefore decided to make our Series on Diversity in Teaching and Learning available to you in this form. This volume may be purchased through the University Book Center at the University of Co1orado.l We hope it will assist you in fostering diversity in your classroom.

Mary Ann Shea, Editor Fostering Diversity in the Classroom: Teaching by Discussion

Mail orders: Univ. of Colorado Book Center, Attn: Deborah Silverman, Order Dept., Campus Box 36, Boulder, CO 80309-0036. The cost is $8.50 per copy. Please include $3.50 shipping and handling for one copy, $4.00 for two copies. For three or more copies you will be charged the actual postage cost. Professor Ron Billingsley must establish not just a content of diversity but English Department a process that actualizes and demonstrates University of Colorado at Boulder appreciation of diversity. It is important to bear in mind that students are observing and Cultural diversity is a fact, often unac- learning the faculty member's behavior as well knowledged, of our national history. And as her rhetoric. This type of classroom environ- while it is true that fostering diversity is an ment not only embodies the fundamental value idea which is consistent with some of our most of appreciation of diversity but it can also enduring national ideals, such as respect for the yield great rewards in terms of critical right of each individual to pursue life in their thinking skills, especially the ability to own fashion, promoting these ideals in the appreciate sophisticated multiple perspec- classroom can often prove very difficult. The tives on complex intellectual and moral issues. difficulties which must be overcome stem from The following tips are practical suggestions several sources: that undergird the pedagogy of teaching by discussion. In addition, the tips on teaching 1. A basic lack of knowledge about the diverse and learning suggested below assist in creating peoples and lifestyles that have always an atmosphere which embraces diversity in the been a part of the American experience. classroom.

2. Inherited prejudices and stereotypes, many Create an environment of trust and mutual of which are unacknowledged and/or un- respect so that discussion is not inhibited by known. fear. Introduce one or more ice-breaking activities that allow students to get to know 3. Deep seated feelings of guilt, anger, frus- one another fairly well. They should know tration and anxiety which are stirred by each other's first and last names, hobbies, discussion of diversity issues. maprs, place of birth etc. Think up questions that are of interest to you and related A successful pedagogy must start with an to your subject area on which students can awareness of these difficulties and some funda- exchange information. Use some class time mental strategies for overcoming them. to mention things that students have in While a variety of pedagogics can be fruit- common. Let students bwof others in the ful, it seems especially helpful to provide an class that have similar interest. environment where students can comfortably engage in discussion (as opposed to recitation in 2. You must make it absolutely clear that no which a "right" answer is sought). True discus- one in the classroom is under attack, or is sion sends a message of empowerment between seen as the official representative of a equal agents who all have something signifi- particular group. Explain that no one in the cant to contribute to a common enterprise. Al- class is viewed as responsible for the ethno- though sharing the principles and facts of one's centric behavior of anyone else or of any discipline with students is very important, other group (majority or minority) past or preparing an environment of comfort, trust and present. Students must be assured that one mutual respect must also be seen as a primary important point of the class is to explore task. Such an environment makes it possible for and understand diversity. The strategy meaningful human exchange to take place on must be to celebrate everyone and to complex and often frightening issues. It can enable students to experience a common ground of mutual experiences and respect which can bind students together and simultaneously make it easier to understand and celebrate many differences. The pedagogy of teaching by discussion places a heavy burden on the Professor. She denigrate no one. Surely, many aspects of If arguments between students start to be- the historical and cultural past will be come abusive, interpose yourself between discussed. Many of them will be negative. them. Take the place of the student that is But it will not be the job of the professor or being attacked and answer for him until other students to point the finger of blame tempers cool and the two initial adversa- at anyone in the classroom The right of ries can safely face one another again. This each person to choose what group and what is your opportunity to clarify language, but issues to identify with or to disregard must above all it is your opportunity to demon- always be protected and respected. Above strate that the essence of diversity in the all the instructor models appropriate beha- classroom is mutual respect. vior by treating all students with great respect, even though he may not, for a variety Use your discipline to make clear what the of very legitimate reasons, agree with some rewards have been historically for various of their opinions. forms of prejudicial behavior that have opposed the expression of diversity. Stu- Minority students must be viewed and dents need to understand the psychological, treated as individuals rather than racial, economic, and political reasons why diver- ethnic or gender categories. No one should sity has often been undermined in various be forced to assume the position of a parti- societies in the past. Use examples from cular group. If they choose to speak as a the immediate society/ environment, so member of a minority group, their remarks long as they are not embarrassing or accusa- become one more resource that can be uti- tive of participants in the class. lized in the same way that a contribution from any non-minority person would be Establish respect for the values of diverse incorporated into the classroom dialogue. peoples by using specific examples, from your field of study, to show how culturally 4. Universalize the ethnic/gender experience varied people have contributed to western whenever possible so that students can history and civilization. In particular, use identify with those that they might have examples that illustrate the value and previously seen as "other." Find examples beauty of the ethnic/ racial/gender group from your subject area that illustrate how under discussion. people of diverse identities share many common problems, issues and solutions. Try to attract students to your classroom Activities such as eating, dancing, making who represent diversity. For example, you art, courting, child-rearing, playing etc. can might notify people from counseling and be explored in the search for cornmonali- advising staffs that you are interested in ties. Students need to experience the mar- issues of diversity. Although such students velous paradox sf human diversity, that would not be "used" as representatives of WE ARE ALL THE SAMT LIJ D7TERENT their group (see #3 above), their participa- WAYS. tion will inevitably provide a wider range of input than is available from a homoge- 5. When there is a sharp difference of opinion neous group. between two students ask both of them to explain their positions. The listener must 10. Be sure to give students many opportunities explain in his own words what was said by to work together in small groups (3-5) on a the first person. When the first speaker is variety of problem-solving activities satisfied that she has been understood which stress the importance of using per- accurately, then the two can reverse roles. sonal experience. Problems that are of In this way you can build accuracy of com- universal significance (see #4 above) are munication and encourage mutual respect. particularly useful for small group work. Often differences that seemed great initially are minimized and even eliminated. 11. Use language that is gender neutral or that uses female pronouns as often as male Banks, James A. (Ed.) Teaching Ethnic Studies: pronouns. This can be done with great effect Concepts and Strategies. National Council whm dexribing unknown or hypothetical for the !Social Studies, 1973. individuals in positive, creative, or autho- Freire, Paolo. The Pedagogy of the Oppressed. ritative positions. New York: Seabury Press, 1973. Goodlad, John. A Place Called School. New 12. Enhance the self-respect of individual stu- York: McGraw-Hill, 1984. dents by refemng to valuable ideas and Hawkins, David. "On Living in Trees," in The comments they have made in previous Informed Vision. New Yark: Agathon classes. Press, 1974. Holt, John. How Children Fail. New York: Use specific examples and ideas from your Dell, 1988. discipline which serve to exhibit the func- Kohl, Herbert. 36 Children. New York: New tions of stereotypes and their destructive- American Library, 1967. ness. Try to introduce exercises which show Kozol, Jonathan. Death at an Early Age. New the extent to which most of us are suscepti- York: Bantam Books, 1968. ble to belief in some kinds of stereotypes. In Illich, Ivan. Deschooling Society. New York: the field of American literature examples Harper & Row, 1971. are abundant. The black child, IJecola Postman, Neil and Charles Weingartner. Breedlove, in Toni Morrison's The Bluest Teaching as a Subversive Activity. New Eye, accepts Euro-American stereotypes of York: Delacorte Press, 1969. beauty so completely that she fully believes her dark eyes and brown skin are Ronald G. Billingsley emblems of absolute ugliness. She prays for Biography the blue eyes of white girls whom she sees, Ron Billingsley was raised in Los Angeles, stereotypically, as beautiful and eternally California and received his undergraduate happy. degree in English from the University of Redlands. After sewing five years in the Navy 14. Be sure to indicate to students the arbitrary as an officer and aviator he went to the Univer- nature of cultural and intellectual agendas. sity of Oregon where he earned a Masters and Students need to understand that while Ph.D. in American Literature. While in Oregon particular cultural forms may be useful he developed a love for photography, for the (such as quantitative forms of analysis), mountains, and for outdoor sports such as back- they are not absolutes. We may judge spe- packing, cross country skiing, cycling and cific forms of behavior by these standards, kayaking. During his twenty-one years at the but never individual worth. In a diverse University of Colorado his interest in teaching classroom it is essential to be able to sepa- and curriculum development has been primary. rate worth from behavior. The worth of While at C.U. he has taught some thirty di.ffe- each student should never be questioned, rent courses offered in six different programs and it must be clear that the value of indi- and depa.rtments. vidual levels of behavior or achievement is Biilii~gsleyhas parkicipated in a number of a convenient convention that is established interdisciplinary and experimental programs in many different ways in various culturar such as the Honors Program, Experimental Stu- groups. dies, Farrand Hall Residential Academic Pro- gram, and the Center for Interdisciplinary References Studies. His three voyages around the world Morrison, Toni. The Bluest Eye. New York: with the Semester at Sea program sewed to Simon and Schuster, 1972. raise his concern for global issues and environmental problems and prompted him to design a Recommended Reading number of interdisciplinary global studies To explore the topic further, Ron courses. Additionally he has a deep and sus- Billingsley suggests the following reading: tained interest in teacher training and most aspects of teaching and learning; he is especial- larger society. Through such studies the indi- ly concerned with interdisciplinary and multi- vidual is able to live in a larger and more va- cultural approaches to education. His current ried cultural world and to experience a deeper role as the Associate Director of the President's sense of his or her own humanity by perceiving Leadership Class allows him to exercise many the underlying needs and impulses that all of his abiding interests in interdisciplinary people have in common. An emphasis on diver- studies, cumculum development, and teacher sity permits students to gain the seemingly training. paradoxical, but essential, ability to appre- Over the years his interest in literary ciate both the ways in which they are similar approaches to American culture has remained and the ways in which they seem different very strong. He is passionate about sharing the from others, to enjoy that fact that we are all richness of American literature with his stu- the same in different ways. This capacity to dents. Although he started teaching African- appreciate differences while perceiving American literature twenty-five years ago, in binding similarities provides a perspective and the last decade he has increasingly broadened a set of experiences that are essential for struc- his focus to include other ethnic literatures and turing the kinds of creative dialogues that are issues of diversity. His pedagogy is the product necessary in democratic societies. of wide study and years of continual experimen- Ron Billingsley won the SOAR (Student tation in the classroom. He feels very strongly Organization for Alumni Relations) Teaching that all education should strive to be experien- Recognition Award in 1990 and the Farrand tial, but especially teaching that relates to Hall "Teacher of the Year" Award in 1988. He issues of diversity. Students must come to know has given public lectures on such topics as "The the people and materials they are studying in Mandala Earth," "Shadow Work: Teaching ways that are not narrow and abstract so that the Ethnic Experience," and "Leadership in the the great humanizing potential of ethnic and Multicultural Workplace." In 1988 his book gender studies can be realized. Professor Women in the Workplace: A Man's Perspec- Billingsley feels that it is critically important five, coauthored with Lloyd S. Lewan, was to embrace diversity in the classroom because of published by Remington Press. its multiple benefits to the individual and the Developing and Teaching an Inclusive Curriculum Senior Instructor Deborah Flick the lives of people of color, for example, Women Studies Program you will get to the lives of white men and Universify of Colorado at Boulder women, but if you start with white men and women you will not necessarily get to the Developing an inclusive curriculum is a experience of any person of color. Thus, transformative process for the instructor and race, class, gender and sexual orientation the students. It entails a paradigm shift in are treated as interactive systems that which basic assumptions are examined and shape eve yone 's experience and all social changed. Thus, undertaking the project requires institutions. desire, curiosity, willingness to travel into unknown pedagogical terrain, and patience with Of course, as in the case of all stage theo- oneself and with one's students. ries, one may move back and forth from one Women and men of color, white women, and phase to the other or experience aspects of more the working class and underclass have been than one phase at the same time. Nonetheless, absent from the "center" of analysis, research, the phases illustrate, in broad strokes, what it theory, and the curriculum. To locate the mem- means to embark on the journey toward the bers of these groups at the "center" from the development of an inclusive curriculum. standpoint of their experience and perspective is an important step toward creating an inclu- Checklist sive curriculum. What does it mean to make This checklist, an adaptation from Collins this move and what are its implications? and Andersen (1987), is offered to help assess Considering that this undertaking is a whether or not a syllabus is in concert with a process, it is helpful to look at it in terms of Phase IV curriculum. phases (McIntosh 1990): Does thinking about gender, race and class Phase I: White, middle/upper class, male pervade the entire syllabus or are these experience, authors, and theorists are the issues treated as "special topics" or "social focus of the syllabus. Their experience is problems"? considered to be synonymous with "the human experience." Their theories are Are all groups recognized as being affected thought to be "objective" and "uncontami- by the interactive structures of race, class nated" by political considerations. and gender or only white women, people of color and the working class? Phase 11: An exceptional white woman or person of color, author or theorist, is added Is one group's experience held as the norm to the Phase I syllabus. They are treated against which others' are measured and as an anoinaly, the exception. evaluated?

Phase 111: Issues concerning people of color, Does one group dominate in defining the white women and/or the working class are other groups, or do groups define them- addressed as "problems" and "special to- selves? Is diversity within that self- pics." Members of groups that were invisi- definition represented and articulated? ble or distorted in Phase I and given token status in Phase I1 are coming into focus at Does material in the syllabus reinforce the margins, but they are not yet at the prejudice and stereotypes or does it expose center. and refute them?

Phase IV: The lives of people of color, the When teaching about people of color, are working class, and white women are loca- the assigned readings by authors of the ted at the center of the syllabus. To para- same race and ethnicity as those you are phrase McIntosh (1990), if you start with studying? This is especially important when studying the status sf women in non- 5. Facilitate a discussion with the whole Western cultures and so-called minority class with an eye toward building bridges cultures in the U.S.A. Are readings as- and common ground. This is an opportunity signed by women within the culture who to explore how the "same" treatment is not critically analyze their culture as well as necessarily "equitable" or "fair" treatment. by those who endorse the status quo? It can also be helpful to clarify differences among differences. For example, the expe- Teaching Tips rience of being the only ballerina among a The following teaching tips are divided group of friends who are tap-dancers is dif- into two sections. Section A provides two peda- ferent from being a Chicana in a predomi- gogical techniques to help students embrace and nantly white school. The former is situa- benefit from an inclusive curriculum. Section B tional and limited in its impact. The lat- offers practical suggestions for the instructor so ter, in contrast, carries with it the effects of that her/his behavior in the classroom is con- historical and institutionalized prejudice gruent with the spirit of a diverse cumculum. and discrimination.

A. Pedagogical Techniques This exercise can be referred to during future Fostering Empathy lectures and discussions to help address denial Many students, particularly those who of the issues at hand, blaming the victims and belong to one or more categories of race, class, to examine what it means to take responsibility and gender that have been privileged and do- if one is a member of the dominant group or if minant, have trouble understanding and rela- one is "different." ting to people who are different from themselves. "Why do we have to hear all this stuff Disabusing Stereotypes about Jim Crow, World War 11 internment Race, gender and class stereotypes are soci- camps, and broken treaties? I came to school to ally created lenses through which complex learn sociology. What does this have to do people are reduced to distorted but "manage- with sociology or me?" One can help to bridge able" characteristics. Such stereotypes are this chasm by providing students with an very resistant to change. Consequently, regard- opportunity to explore a time in their lives less of bow scrupulous one is about trying not to when they felt "different" from the dominant reinforce stereotypes, there is always the risk group or the majority. that students wiIl inadvertently draw unintended conclusions. The following exercise is useful Ask students to recall a time when they felt in heading off the likelihood of this occurring. "different." Tell them to write it down. Give students a lot of latitude in defining I. Ask students to "brainstorm" stereotypes for the experience of being different. Some of a particular group whose experience is at them will need it. the center of focus, e.g. African-American women. Write them on the chalkboard. Ask them to write about how others reacted to them. How they felt. How they be- 2. Examine the "sources" of the stereotypes. haved. For example, did they try to hide Where did students learn them? From their difference? Accentuate or exaggerate family? Friends? Reiigious institutions? it? Ask them to explore why they did Textbooks? Media? Be specific. what they did and whether it worked. 3. Test the verity of the stereotypes. For Finally, ask the students to write what example, " most women on welfare are others, from whom they were different, African-American." This stereotype can be could have done to support them. Ask them disabused by offering the following infor- to be very specific. mation: Most women on welfare are white; most African-American women are in the Ask students to share what they have labor force; there is a significant popula- written with two or three others in a small tion of highly educated middle-class PUP. African-American women. Explore with the class why such stereo- assumptions, or other assumptions if you types persist when they are factually hold them, when relating to your students. wrong. Whose interests do such images serve? African-Americans? Middle and Anticipate students' tendency to negatively upper-middle-class whites? How do they stereotype women, people of color, and serve those interests, i.e., what social con- lesbians and gays. By so doing, the stereo- tradictions and tensions do the stereotypes types can be made conscious and dispelled. resolve and for whom? For example, before beginning the study of an American Indian nation, invite students Create new positive images from the point in a nonthreatening way (eg, brainstorm- of view of those whose experience is being ing) to identify stereotypes of American discussed. Be prepared with ideas of your Indians. Examine and dispel the stereo- own. Your students might find it difficult to types one by one. (See Disabusing Stereo- generate nonstereotypic images. DO NOT ty single out students who represent the group under consideration to answer this question. You are a role model to your students. Share your own process of developing Compare and contrast the new images with awareness of gender, class, sexual orienta- the original stereotypes. Explore their im- tion, and race/ethnic stereotypes and plications in the context of the interrela- issues. Help students understand the value tedness of race, gender, class, and sexual of a diversity perspective in their personal, orientation in the society under discussion. academic and future professional lives. Use examples from your own life. B. Concrete Teaching Tips 1. Do not ask students of color or a white fe- Learn to use gender inclusive (nonsexist) male to give "the African-American point language. Encourage your students to do the of view" or the "woman's point of view" on same when they speak in class as well as in any given topic. An individual cannot their writing. speak for a group. To ask a student to do so is not only potentially embarrassing for the Use (learn) group facilitation skills to pro- student, but it implies that there is not a ductively manage discussions regarding the diversity of perspectives within the group. difficult subjects of race, gender, class and sexual orientation. 2. Do not expect, and do not ask, students of color to be knowledgeable about their his- Create a comfortable climate for students tory or culture. The same applies to lan- who are in the minority in your class by not guage. For example: do not ask a Chinese- making them inappropriately visible. For American student, "How would you say this example, in a class in which women are a in Chinese?" Many students of color have clear minority, don't say something like, not had an opportunity to learn the history, "We shouldn't make sexual references like culture, and/or language of their ethnic that; we'll embarrass Sally and Jane." heritage. Even those who have had such cultural and Educational opportunities may Be aware that silence on the parts of stu- not wish to be involuntarily singled out. dents of color and women does not necessarily mean they are comfortable with the Become conscious of your assumptions class. It might mean the contrary and that regarding students of color. For example, do they are reluctant to speak up about it. If you assume that all Asian students are good you are concerned about this, do not single at math? Asians are highly intelligent? out, publicly or privately, students of color African-American males are not very smart or women and ask them how they feel about and are attending college on athletic scho- the class. They likely would feel uncom- larships? Students of color are less fortably visible and you probably would not qualified or intelligent than your white get a candid response. Rather, approach students? Be careful not to act on these the whole class with something like, "I am concerned that some points of view are not Studies." In Race, Class and Gender: An being expressed. I think we are missing out Anthology, edited by M. L. Andersen and on important, diverse opinions. What P.H. Collins, 70-81. Belmont, CA: would make it safer and easier for more of Wadsworth, 1992. you to speak up?" The faculty member Rothenberg, Paula S., ed. Race, Class and might suggest some diverse opinions that Gender in the United States. 2d ed. New are missing as well as ask for examples. York: St. Martin's Press, 1992. Invite everyone in the class to contribute. Deborah Flick 10. Be clear about your motivation for creating Biography an inclusive curriculum. If you are doing it Deborah Flick is a senior instructor in the for other than personal and/or scholarly Women Studies Program at the University of reasons, e.g., approval of your students of Colorado at Boulder. She received an M.A. in color and women students, you might be Psychology from Sonoma State University and disappointed. For any number of reasons a Ph.D. in Communication from the University your efforts might not be appreciated. of Colorado. Also, be prepared to address the concerns of Deborah originally came to appreciate and students who feel confused or resentful of an value diversity as a result of her work in femi- inclusive curriculum. (See #5) nist organizations. Specifically, she founded Denver Safe House for battered women in 1977 References and in that context learned first hand how McIntosh, Peggy. Interactive Phases of sexism, racism, classism and homophobia Curricular and Personal Revision with inflict pain and suffering on everyone, albeit in Regard to Race. In press, SUNY. different ways. Struggling with these issues Collins, Patricia Hill and Andersen, Margaret personally and publicly led Deborah to the L. An Inclusive Curriculum: Race, Class and certain knowledge that embracing diversity in Gender in Sociology Instruction. the classroom is essential to the honesty and Washington, D.C.: ASA Teaching Resources integrity of the cumculum as well as to class- Center, 1987. room dynamics and interactions. Much of what Deborah has learned and is learning about Recommended Reading curriculum development and teaching tech- To explore the topic further, Deborah Flick niques is the result of interaction and support suggests the following books and articles: from colleagues, her reading of diversity literature, and experimentation, which inevitably Anderson, M.L. and P.H. Collins, eds. Race, includes a fair number of failures along with Class and Gender. Belmont, CA: mesuccesses. Wadsworth, 1992. Deborah speaks widely on women's subjects, Davis, Angela. Women, Race and Class. New delivering papers on such topics as violence York: Vintage, 1983. against women, feminist organizing, and the DuBois, Carol Ellen and Vicki L. Ruiz, eds. empowerment of women. She has helped to Unequal Sisters: A Multicultural Reader in develop programs for battered women in cities U.S. Women's History. New York: throughout the state of Colorado and has Routledge, 1990. consulted with a number of public and private Frye, Marilyn. The Politics of Reality. organizations-including IBM, the city of Trumansburg, N.Y.: Crossing Press, 1983. Boulder, and Hewlett-Packard-to improve Giddings, Paula. When and Where I Enter: The the position of people of color and women in the Impact of Black Women on Race and Sex in workplace. America. New York: Bantam, 1984. Lorde, Audre. Sister Outsider. Freedom, CA: Crossing Press, 1984.McIntosh1Peggy. "White Privilege and Male Privilege: A Personal Account of Coming to See Correspondences Through Work in Women Fostering Diversity in a Medium-Sized Classroom

Professor Brenda J. Allen discussion. But she can set a tone that allows Communication Department all students to feel like part of the process, University of Colorado at Boulder whether they express themselves through speech or not. In her inaugural speech (October 4,1991), Delineated below are some practical tips President Judith Albino encouraged all mem- for creating an interactive scenario that fosters bers of the University community to become diversity in the classroom. I also strongly involved in the daily commitment to "the recommend Billingsley's brochure as a comple- imperative of diversity." One essential area ment to these ideas. where faculty members can fulfill their obligation to this imperative is the classroom. 1. Establish and maintain a climate of open- Billingsley (1991) delineates difficulties that ness and interaction by disclosing per&nal they must overcome in order to foster diversity information about yourself. As an African- while teaching, and he offers excellent guide- American professor, I often divulge facts lines for "creating an atmosphere which em- about myself that illuminate my similari- braces diversity." ties to and differences from my students. His suggestions, however, are geared toward discussion courses. Consequently, some For example, I usually share my abbrevi- of his ideas may not be easy for faculty mem- ated autobiography with students during bers to employ when working with more than 15 one of the first class sessions. Then, I ask to 20 students. Here, I submit a few tips for them to tell me about themselves as a those of us who work with medium-sized groups homework assignment. Invariably, their of 80 to 100 learners, as contrasted to what autobiographies include the same kind of Middleton (1987) calls "thundering herds" of information as mine does. 200 or more. Pedagogical style is a key factor in the Furthermore, I periodically reread their formula for being a successful teacher. I tend to autobiographies throughout the semester use an interactive approach, which encourages and personalize discussions by referring to students to engage themselves actively in the them. For example, if a student is from learning process. Although this strategy is Ohio (as I am), I might make a comment harder to exercise in large lectures than in about midwesterners and say, "Isn't that seminars, using it is both possible and crucial to right, Susie?" promoting diversity in the classroom. In some ways, an interactive approach is These kinds of tactics help to maintain an similar to the discussion method Billingsley i~ ?ractive atmosphere and to reinforce describes. For inljlnce, he advocates creating B. ~;sley's point that WE ARE ALL THE an atmosphere of conlfort, trust, and mutual SAhE IN DIFFEFENT W-AYS. respect, and he emphasizes the importance of "the faculty member's behavior as well as her Those of you who are members of ethnic rhetoric." plurality groups should help students to Middleton (1987) cites an element of understand that you do not represent your teaching large classes that also applies to an group. Rather, you are an individual, as interactive approach for medium-sized classes: are any students in your class who happen "an awareness of a personalized relationship to be nonmaprity persons. between the professor and the students, first as a group but then, at first gradually but with Since "actions speak louder than words," quickening pace, between the professor and try always to be mindful of your nonverbal individual students" (p.24). behavior. To help students feel like part of To establish such an environment in a the process, establish eye contact with medium-sized classroom, however, a professor each one during the session. Move around cannot literally involve each student in every the classroom as you talk (especially when you expect students to contribute to the dis- stereotypically, as beautiful and eternally cussion, but also while you are lecturing). happy." Also, try to appear enthusiastic, relaxed, and comfortable. Before the middle of the semester, devise an assignment that requires students to meet 4. Consider assigning seats according to with you individually. If possible, review alphabetical order, for at least two the student's autobiography before the reasons: (1)you can learn students' names meeting. The purpose of this activity is to more easily; and (2) students who other- give the students a chance to talk with you wise might not sit next to each other may privately and to let them know that you have an opportunity to meet someone who are approachable. This may be particular- is "different" from them. ly meaningful for ethnic plurality students, who (in my experience) sometimes seem 5. If your subject matter permits, incorporate a apprehensive about talking one-on-one few exercises that require groups of students with their professors. to interact with each other. Billingsley recommends: References Billingsley, Ron. "Fostering Diversity In the "Be sure to give students many opportuni- Classroom: Teaching by Discussion." On ties to work together in small groups on a Diversity in Teaching and Learning, no. I. variety of problem-solving activities Boulder: Faculty Teaching Excellence which stress the importance of using per- Program, Univ. of Colorado at Boulder, sonal experience. Problems that are of 1991. universal significance are particularly Middleton, Charles. 'Teaching the Thundering useful for small group work." Herd: Surviving In a Large Classroom." In On Teaching, Vol. I, edited by Mary Ann 6. Wherever possible, integrate (no pun Shea. Boulder: Faculty Teaching intended) information about diversity Excellence Program, Univ. of Colorado at into your classroom materials. Again, Boulder, 1987. Billingsley recommends: Brenda J. Allen "Establish respect for the values of diverse Biography peoples by using specific examples, from Brenda J. Allen is an Assistant Professor of your field of study, to show how culturally Communication at the University of Colorado. varied people have contributed to western She received her Ph.D. in Organizational history and civilization. In particular, use Communication from Howard University in examples that illustrate the value and Washington D.C. Her specialty area is compu- beauty of the ethnic/racial/gender group ter-mediated communication. Brenda is a mem- under discussion." ber of the 0.ancellor's Advisory Ccmmittee on Minority Affairs, the University's Oatreach "Use specific examples and ideas from your Council, and the Aurnni Association Board of discipline which serve to exhibit the func- Directors. She also has been a faculty advisor tions of stereotypes and their destructive- for the Black Student Alliance and the Black ness. Try to introduce exercises which show Athletes Association. As service to the cornmu- the extent to which most of us are suscep nity she has given lectures and seminars on such tible to belief in some kinds of stereotypes. topics as "Language and Race," "Celebrating In the field of American literature exam- Diversity" and "Communication and Racism" ples are abundant. The black child, Pecola at public schools and government agencies. In Breedlove, in Toni Momson's The Bluest 1990 she received the Outstanding Faculty Eye, accepts Euro-American stereotypes of Member Award of the Black Student beauty so completely that she fully Association. believes her dark eyes and brown skin are As an African-American educator at a emblems of absolute ugliness. She prays for predominantly white university, Allen has the blue eyes of white girls whom she sees, become quite aware of the importance of fostering diversity within the university's community. She has noticed that many students segregate themselves according to their ethnic backgrounds, and she has heard disturbing reports about incidents of racial discrimination. Through diligence as well as trial and error, Allen has developed techniques which help to promote diversity in teaching and learning during her first three years at CU. Brenda Allen strives to encourage students to embrace and celebrate diversity by addressing relevant issues in the classes she teaches, and by helping to coordinate campus activities which engender interaction among a variety of groups. She believes that through these types of activities, students and other members of the community will have wonderful opportunities to enhance their educational experience by getting to know more about others (and themselves). The Influence of Attitudes, Feelings and Behavior Toward Diversity on Teaching and Learning

Professor Lerita Coleman our own attitudes, feelings and behavior Department of Psychology regarding diversity. University of Colorado at Boulder Examining our own personal reading habits provides another way to determine our under- Developing an inclusive cumculum and cre- lying attitudes about ethnicity and gender: Do ating classroom environments to foster diversity I read widely? More specifically, when have I offer excellent opportunities for faculty mem- read any fiction or non-fiction written about or bers as conveyors of knowledge to examine their by an Asian-, African-, Native- or Latino- own ideas and feelings about gender and diver- American or female writers? Do I value these sity. Most professors are socialized to believe literatures and the lives and experiences of that once they have begun their first teaching people who are racially, ethnically and cultu- position, much of their personal (self-) deve- rally different? How much do I really know lopment is complete. Frequently we think of our about the origin and history of Asian or initial years in the professorial ranks as the African, Latin or Native American culture? time to focus on professional development. What do I know about women's studies or Self-development activities (e.g., seminars, women's history? faculty development, self-help groups, thera- An exploration of attitudes, feelings and py), however, are important components of behavior about diversity can be extended to professional development. Self-development, how we relate to colleagues and graduate stu- self-acceptance in particular, is inextricably dents who are different. In this domain we tied to our performance in the classroom, espe- might address such questions as: Do I feel cially with respect to how we handle differing uncomfortable when a woman or a professor of perspectives and perceptions and how we relate color publishes a paper in a prestigious journal to others who are different. As we become more in my discipline or acquires a major grant or comfortable with who we are, we also become fellowship? Do I attribute most or all of their more c~mfortablewith "differentness": diffe- successes to "affirmative action" and not to rent worldviews, as well as cultural, ethnic, their hard work, intelligence, perseverance and racial or gender "differentness." competence? Do I seek out the expertise of my Teaching about ethnic and gender diversi- female colleagues or colleagues of color or do I ty, therefore, allows us to examine our own see my role as primarily a mentor to them? In feelings about gender, race and diversity and to summary, how symmetrical or egalitarian are determine how our feelings affect what kind of our relationships with colleagues, graduate material we present in class and how we pre- students and staff members who are sent the material. Questions that we might ask "different"? of ourselves in this regard are: Do I have bi- We may also need to explore whether we ases? Do I really believe in the equality of have developed competencies outside our own members of all ethnic and gender groups, and if area or domain of specialization. Do we see not, how do I convey this attitude to my stu- other disciplines or the cultural experiences of dents? What aspects of racial or gender diver- others as an opportunity to enhance our own sity make me feel uncomfortable? Why? For research or teaching? Do we make use of what example, am I comfortable being around success- is known in literature or history in our research ful women? What kind of general attitudes do I in the social sciences? In turn, can scholars in hold about specific types of people (e.g., Black the humanities and sciences learn from antluo- males, White females)? Where did these atti- pology, sociology or psychology? In studying tudes and feelings originate? Hence the process identity, for example, can I utilize information of creating an open classroom environment from African-American or Latino-American where students feel comfortable discussing often studies? In understanding environmental de- volatile issues begins with an examination of sign, how can the literature and history of Native American people elucidate my Attempt to provide a variety of perspec- thinking? tives about all of the topics you teach. Exploring the personal and professional Rather than always beginning with the issues outlined above are excellent guides to Western societal version of a topic and then understanding how we may present issues of talking about "the other people" as an ethnicity and gender in the classroom. Student- aside, try to introduce alternative ways of teacher relationships, in particular, help us to looking at issues from the beginning. Also realize that students are teachers also, and our try to help students understand the origin of interactions with them offer a wealth of oppor- different epistemologies or worldviews tunities to learn about ourselves and the differ- associated with ethnic, racial or gender ing perceptions of the world that people have groups. It is quite evident that most episte- constructed. mological traditions are linked to different ecologies (i.e., ways of surviving). Rather Behavior Toward Students Who Are Different than showing that a particular worldview Given that we can learn from teacher- is wrong, discuss with students why groups student relationships, we might ask ourselves of people developed a particular episte- about how we respond to different kinds of mology, cognitive style or behavioral students inside and outside of the classroom. tradition.

1. Can you see beyond a student's ethnic or Attempt to help students understand how racial background and see an intelligent, we (as a society or as individuals) construct evolving person? Do you treat your students the meanings attached to certain racial, differently? Do you have different expec- ethnic, gender or social class, and other tations for them? Are you surprised when a groups and how each person also has the Black or Latino student earns the best grade ability and the responsibility to examine on an exam or writes the best paper in the these meanings. For example, why does class? Claude Steele in his work on student being female mean being "less valuable achievement asks the question of all educa- than a male" in many cultures? What is tors-Do you see ability and intelligence as the verity of this meaning associated with a limited capacity or an expandable gender and why is it perpetuated? commodity? Ask students to write a paper about the Have I encouraged any bright students of meaning of race (and its relevance for your color to assist me with my research or join academic discipline). Ask them to talk my research lab? Have I encouraged him or with another person who is not of the same her to pursue graduate schcol? Have I en- race or ethnic background about what race couraged students struggling with diversity and ethnicity means to them and then have issues to work with professors who are con- students compare the two views. ducting research on such topics? Do not allow students to make unsubstan- How do I feel about students of color and tiated statements (e.g., most African- women at the graduate level? Am I eager American college students are athletes, to engage in research with them? Asian students study more than the average student, women are not good at math and science) about members of ethnic, racial or Specific Teaching Tips gender groups. Ask any student who makes such a claim to conduct research in the 1. Advise every student to take an ethnic library or obtain statistical information studies or women's studies class no matter from the appropriate sources to support what their ethnic background or gender is. such claims. Being immersed in the literature and history of another group is an enlightening Try to answer personal questions about experience and will help to loosen rigid gender and racial issues as honestly as you conceptions of "other people." can (e.g., what would you do if your son or daughter chose to date someone of another 12. Try to assist students in understanding how race?). their specific racial or gender makeup may help them to get more in touch with their Do not avoid controversy. In fact, have humanity. Being a member of a particular students openly discuss stereotypes that ethnic or racial minority group may teach they have about different racial, ethnic one strength or compassion that one might and gender groups. Talk about where these not have being a member of a majority stereotypes originate and why they are racial group. Or certain characteristics perpetuated. associated with gender groups (e.g., gentle- ness or autonomy) are attributes that exist Encourage students to engage in individu- in everyone and can be nurtured and deve- ation. This is the process by which we loped for the good of all. Basically, try to attempt to move beyond stereotyping a help students understand that there might person to seeing him or her as an indivi- be some greater purpose for their ethnic, dual. Help students to understand that racial or gender background (besides being stereotyping people and acting on these angry at the "outgroup") that can help stereotypes are bad habits that can be them be more cornfortabIe with who they dissipated with each interaction. Assist are and make the world a better place for them in trying to see beyond social catego- all of us. ries to the individual (e.g., Do you say hello to the janitor? Why not? Can you References have a conversation with a server in the Steele, Claude. In press. "Minds Wasted, dining hall? If not, what is inhibiting Minds Saved: Crisis and Hope in the you?). Schooling of Black Americans." The Atlantic. Stop the class when students are having trouble talking about a topic. For example, Recommended Reading students often have difficulty talking about To explore the topic further, Lerita Coleman racial issues. Ask them to talk about their suggests the following books and articles: discomfort, especially their feelings (which often range from guilt and anger to Ainlay, S., G. Becker, and L. Coleman, eds. The fear). Once the class is able to transcend Dilemma of Differences: A Multidiscipli- the inhibitory affect, you can return to nay View of Stigma. NY: Plenum Press, discussing the relevant issues at a more 1986. conceptual and abstract level. Coleman, L. "Stigma: An Enigma Demystified." In The Dilemma of Difference: A Multidis- 10. Do not allow students to attack each other ciplinary View of Stigma, edited by S. in class. Instead, try to get them to explain Ainlay, G. Becker and L. Coleman, 211-231. why they feel the way they do. It is help- NY: Plenum Press, 1986. ful for them to rephrase an attack such as Coleman, L. "Language and the Evolution of 'You are so racist and sexist" to "When you Identity and Self-Concept." In The Deve- stereotype all members of a racial or gender lopment of Language and Language group, 1 feel offended and angry." Rese~rchers: Essays in Honor of Roger Brown, edited by F. Kessel, 319-338. Encourage students, especially those who Hillsdale, NJ: Lawrence Erlbaum seem to be angry about racial or gender Associates, 1988. diversity to come by your office to discuss Crocker, J., L.L. Thompson, K.M. McGraw, and the matter in greater detail. Usually such C. Ingerman. "Downward Comparisons, anger stems from personal feelings of insecu- Prejudice, Evaluations of Others: Effects of rity or fears about one's future occupational Self-Esteem and Threat." Journal of success. In extreme cases, such students Personality and Social Psychology ,52 might benefit from a referral to the (1987): 907-916. counseling services. Cross, W. Jr. Shades of Black: Diversity in approached her professor with the question, African-American Identity. Philadelphia: "What happened to the rest of the world?" Temple University Press, 1991. She believes she is still a bit resentful about not Goffman, E. Stigma: Notes on a Spoiled being exposed to African, Chinese, South Ame- Identity. Englewood Cliffs, NJ: Prentice- rican history and art as well as the history and Hall, 1963. literature of a host of other cultures. Much of Helms, J.E. Black and White Racial Identity: what Lerita knows about people other than Theory, Research and Practice. New York: Northern Europeans and Americans is self- Greenwood Press, 1990. taught. Jones E. E., A. Farina, A.H. Hastorf, H. Markus, Several years later, as a new assistant D.T. Miller and R. A. Scott. Social Stigma: professor at the University of Michigan, Lerita The Psychology of Marked Relationships. realized that she had an extraordinary oppor- NY: Freeman, 1984. tunity to ensure that the students she taught Kallen, E. Label me Human: Minority Rights of had a different experience than she had had as Stigmatized Canadians. Toronto: Univer- an undergraduate. She thought, if as an sity Press, 1989. African-American woman she does not make Matthews, S.H. The Social World of Old changes in the curriculum, who will? There- Women: Management of Self Identify. fore, in every class she taught, in addition to Beverly Hills: Sage, 1979. covering the "basics," she made certain that students understood what was known about how Lerita Coleman women and people from a variety of cultures Biography experience social psychological phenomena. Lerita Coleman is an Associate Professor in She wanted them to understand that many of the Department of Psychology and an Adjunct the concepts they discuss in psychology may Professor at the Center for the Study of Ethni- carry a very different meaning for women and city and Race in America at the University of for people in other cultures. Lerita emphasizes Colorado at Boulder. She received her B.A. how epistemologies and worldviews play a with Highest Honors from the University of major role in how people perceive and construct California, Santa Cruz, and her Ph.D. in Social reality. Psychology from Harvard University. Among Lerita Coleman's recent work on stigma, the many academic honors Lerita has received identity and self-concept has helped her to as a student and professional, she has been a understand how one's concept or construction of Fellow of the Rockefeller, Ford, and Spencer self may be related to how comfortable he or Foundations and a Fellow at the Center for she is with embracing diversity. Many students Advanced Study in the Behavioral Sciences. reveal that people who are comfortable with She was the recipient of the Colorado Black themselves (accepting one's own positive and Women fxP.?"tical Action Education Award in negative attributes) and people who have high 1991. Lerita is \ qd-hoc reviewer for numerous self-esteem are much more comfortable with psychology jou: 1,s and was a visiting scholar people who are different. To celebrate and at Western Michigan University in 1991 and learn from our differences as well as to Kalarnazoo College in 1992. In 1990 and 1991 acknowledge our similarities with all human she served as a Faculty Mentor for the SMART beings is perhaps the greatest challenge Lerita (Summer Minority Access to Research Training) faces and that she believes others face as well. Program at the University of Colorado at Boulder. Her research focuses on stigma, identity and self-concept. Lerita Coleman's first conscious encounter with issues of diversity came when, as a student at UC Santa Cruz, she was required to take a core course on World Civilization. To her great surprise the course material focused solely on Greek and Roman history and art. Being a rather astute but naive student, Lerita The Nature and Problem of Stereotypes

Professor William Wei during the 1960s and is used to make invidious Department of His tory comparisons with other people of color. It University of Colorado at Boulder embodies a "cultural determinist" argument, that Asian Americans have overcome extra- Stereotypes are an ingrained feature of ordinary adversities through the strength of American society and an integral part of our their cultural heritage. socialization process, transmitting a patchwork For educators, what makes Asian of traditionally inaccurate images and cliches Americans a model worth emulating is their from one generation to another. They are based exceptional school performance. This on preconceptions that are derived from exist- perceived performance, however, is excellence ing sources of information about certain people in a limited number of areas. It is an article of and selective perceptions developed to explain faith that Asian Americans are "born" mathe- their behavior. Stereotypes are a function of maticians or scientists, but are unable to master social relations between groups or political English even if they try. While many have relations between nations, not extensive per- certainly done well in school, many others sonal experience or knowledge. We use them to have not, a fact that is conveniently ignored or justify certain prejudices that we have and to overlooked. Moreover, the "Model Minority" strengthen our self-image at the expense of stereotype fails to take into consideration the someone else. Indeed, their primary purpose is high psychological costs of academic to degrade others as a means of accentuating our achievement. own humanity. Perhaps the most insidious aspect of stereo- Before you can successfully address the pro- types is that they weaken our ability to think blem of stereotypes, you have to recognize critically and serve as a major source of dis- not only that it is a universal problem but information about others, especially women also that it may be a personal one as well. and minorities. Instead of challenging the So it will probably be necessary first to ask, stereotypes that we encounter in our daily "Am I burdened with race, gender, and class lives, we accept them as representing reality stereotypes?" It is a difficult question to and erroneously equate them with valid ask and answer, since none of us want to generalizations based on accurate data about a believe that we harbor and promote stereo- group of people. In actuality, they are nothing types. The beneficial result of this self- more than standardized mental pictures examination is self-empowement, for when reflecting an oversimplified opinion and have it is over you will have greater control over little or no ascertainable basis in fact. They what you think and who you are, and a project unidimensional caricatures, masking the better understanding of \r at Carlos Cortes diver-sity that is an inherent feature of every (1979) refers to as the "sot ! '&" ~~rri~~l~rn," group of people. Oniy Euro-An~ericansare that "massive, ongoing, info.mil mmculum depicted as representing the entire spectrum ot of family, peer groups, neighborhoods, mass humanity. Stereotypes, however, do accurate- media, and other socializing forces that ly reflect one social reality: unequal relations 'educate' us throughout our lives." in society and in the world. Using Asians and Asian Americans as The best way to tackle the question of illustrations, I would like to suggest a way for whether you have unintentionally you and your students to deal with the problem stereotyped a group of people is to do so of stereotypes. But first, a cautionary note is in head on and on paper. Writing out your order: The issue is not whether specific stereo- thoughts and feelings enables you to see types are politically correct or incorrect, nega- more clearly what is in your mind's eye tive or positive, but rather that they are, by and, equally important, take ownership of definition, basically false and misleading. A it. One way is to write it out in the form of case in point is Asian Americans as a "model a tree, with the more fundamental ascribed minority," a positive stereotype that emerged characteristics where the roots are, and derivative ones where the leaves are. television could yield a wealth of images Another way is simply to write down five fgr analysis and discussion, activities that adjectives that you think best describe a will impart critical thinking skills. Among people. For example, given the Japan the questions that could be asked are the bashing that has been going on in the following: United States, it might prove instructive to compare what you have written down about Are these images accurate? What purpose the Japanese, who are increasingly do they serve? perceived as our newest "enemy," at least in Do these images affect Asian-American the economic arena, and what scholars self-identity? How do they affect the rest know about them. of society, especially Euro-Americans? Are counterportrayals useful? Or do they 3. After identifying potential stereotypes, it simply promote a different stereotype? is essential to subject them to critical scruti- Are there any perceptual, moral, or mar- ny and factual verification. Asking Asian keting reasons for advertising agencies to Americans to tell you what is true and false alter these images in any substantive way? about the portrait that you have created What do these images imply about may seem convenient but is foolish. Unless American culture? they have studied their group's history and culture, they will probably know as Ultimately, someone will ask, "If these little as you do. Even though Asian Studies images are inaccurate or unidimensional, has been in existence since shortly after what are Asians and Asian Americans World War I1 and has produced a wealth really like?" Since students know that of information about Asia and the people there are characteristics that distinguish who live there, and even though Asian- one group of people from another, they will American Studies was established in the want to learn what these traits are. This is late 1960s, there is no certainty that Asian the most demanding part of the process, Americans (or other people, for that since it requires real knowledge that can be matter) have studied either field. Besides, acquired only through study. you risk embarrassing them if they cannot answer the question. References China Council of the Asia Society. "Looking for 4. If what emerges is a stereotypical portrait China: American Images (Part I)." Color of a people, then the question becomes: Slides and Cassette Tape Unit, n.d. What are the origins of these stereotypes? Cortks, Carlos E. "The Societal Curriculum and A Gallup Organization public opinion poll the School Curriculum: Allies or Antago- about the Chinese is instructive (China nists?" Educational Leadership , 36, no. 7 Council). In 1966, Americans described (April 1979): 475-479. Chinese as hardworking, but also as igno- rant, wariike, sly, and treacherous. But by Recommended Reading 1972, the highest ranking adjectives for For those interested in learning more about the Chinese in the same poll were hardwork- problem of Asian-American stereotypes, the ing, intelligent, progressive, artistic, prac- following books are recommended: tical, and honest. Within the space of six years, negative opinions were replaced Dower, Hohn W. War without Mercy: Race 6 with positive ones. It is no coincidence that Power in the Pacific War. New York: these changes occurred during a period of Pantheon Books, 1986. improved Sino-American relations. Iriye, Akira. Across the Pacific: An Inner History of American-Easf Asian Relafions. 5. Since stereotypes permeate popular culture, New York: Harcourt, Brace and World, an effective way to engage students is to 1967. have them collect examples from a medium of their choice. For instance, a survey of advertisements in national magazines or on Isaacs, Harold R. Scratches on Our Minds: American Images of China and India. New York: J.Day, 1958. Said, Edward W. Orientalism. New York: Vintage Books, 1979. Wong, Eugene. On Visual Media Racism: Asians in the American Motion Pictures. New York: Arno Press, 1978.

William Wei Biography William Wei was born in Tinghai, China, and raised in the Lower East Side of Manhat- tan in an ethnic neighborhood consisting of East Europeans and Puerto Ricans. It was in New York City that he developed an awareness of cultural pluralism and an appreciation of its significance for American society. Influenced by social movements of the 1960s, he became involved in the Asian-American Movement, an ethnic-consciousness movement for equality and empowerment. It was when he began working as an Asian-American curriculum specialist for the Ann Arbor public school district during the seventies that he realized the need to change America from a predominantly Euro-American culture to a multiethnic one. William Wei is an Associate Professor of History. He has been active in service to the University, especially in Asian Studies and minority affairs. He organized the "Colors of Colorado," a project to integrate minority scholarship into the college curriculum, and was a founding member of the Center for Studies of Ethnicity and Race in America. In 1988, he received the University of Colorado faculty award for Equity and Excellence; in 1985, he won the Kayden Faculty Book Manuscript prize for Counterrevolution in China: The Nationalists in Jiangxi during the Soviet Period. Dialogue on Diversity in the Classroom

Professor Janet Jacobs challenges everything that threatens to and crush the human spirit, the human ability Michele D. Simpson to love ourselves and others? Can we Instructorl Research Associate explore such fundamental questions with our students, wondering aloud with them Women Studies Program about the fascinating possible spiritual University of Colorado at Boulder connections between the capacity to love ourselves and the willingness to love and Below, we present a dialogue that serve others? addresses some of the concerns we believe are My classes at CU are typically small (20 or important for teaching diversity. In turn, we more) or medium-sized (40 or fewer). Iwould have asked each other questions about our say that 90 percent of my students are women, teaching, our classrooms, and the problems we and usually 25 percent are women of color. encounter in diversifying education and the Indepth classroom discussion is possible in curriculum in the university. These questions, a course of this size. Student participation is along with our responses, provide a framework essential. Through discussion students can be for integrating perspectives that can challenge encouraged to analyze critically what they students while transforming the academy. think and hear. And of course classroom discussions can sharpen listening skills. Michele: Janet, thanks again for asking me to Additionally, through this public exchange of co-author this piece with you. Since you ideas, students can begin to intenveave concepts extended the offer, I have been doing even more like race, class, and gender-issues we revisit thinking about diversity in teaching and again and again. learning. More specifically, I have been thinking about the teaching methods I employ Michele: lanet, how do you incorporate in my own classes and reviewing what has diversity info your classes? worked well and what has fallen flat. Janet: One of the most significant challenges Janet: I am really pleased that you agreed to for me was pointed out in an earlier essay in make this a collaborative effort. We have this series by Deborah Flick, who discussed the talked at length about our experiences in the problem of reinforcing stereotypes. It has been classroom, the problems and challenges we my experience that introducing diversity into encounter as women who take a feminist the classroom may reinforce rather than perspective and who have strong cultural ties eliminate stereotypes. This unintended to African American and Jewish communities. consequence is more likely to occur in schools Maybe we could bepour discussion with your where students have little interaction with ideas about diversity in the classroom. individuals fmm diverse racial and eth~ic backgrounds and come from communities that Michele: I find that a lot of my ideas about are similarly homogeneous. diversity in teaching and learning are captured in the following words from Vincent Harding's Michele: What is the typical make-up of your Hope and History: classes? In a society increasingly populated by peoples of color, by those who have known Janet: My introductory classes tend to have the disdain and domination of the Euro- about 100 students, of whom 10 percent may be American world, it would be fascinating to from diverse backgrounds. Under these ponder self-love as a religious calling. conditions, interaction with cultural diversity How are people, beginning in their earliest may in fact be limited to the classroom and the years, nurtured to act with self-respect and course material. The result is that students self-responsibility? How are they tend to approach this material with encouraged to move through the world with preconceived assumptions and biases that may a spirit which unselfrighteously be strengthened rather than diminished by the perceived risk to themselves. This risk I think reading of autobiographies, the discussion of is worth acknowledging. cultural values, and the examination of It is important to emphasize that courses culturally diverse social behavior. To limit which incorporate diversity can broaden the this effect of a relatively homogeneous student intellectual scope of a11 students. And for population, it is important that the instructor students whose lived experiences are explored discuss stereotypes and the way in which and discussed in these courses, the information racism, sexism, and homophobia are reinforced. they gain can deepen self-awareness, while This exposure to difference affirms the "we and simultaneously providing an intellectual and they" understanding of cultural pluralism. methodological base that can be used in other courses of study. Janet: What kind of experiences have you encountered when you introduce diversity into Michele: Janet, what do you do when you have the classroom, Michele? created a relatively safe space for students to discuss ideas and the discussion leads to Michele: Well, often my mere presence is an negative remarks? introduction of diversity into the classroom. However, many students feel threatened by Janet: Discussions of diversity, whether topics that focus on race, class, sexual focused on gender, race and ethnicity, or sexual orientation, and gender. And even students orientation, can create a class environment that with a fair degree of openness may still find lends itself to open discussion and the honest the process of exploring diversity difficult, expression of thoughts, opinions, and attitudes. even painful. While this academic environment is conducive When fear and pain are present in the to learning, open discussion of difference may classroom, both instructor and students usually also result in public remarks that, however experience discomfort. While it may be intended, are discriminatory in content. A difficult, it is best to confront the feelings that student might begin a discussion of Italian- have been unleashed. Resist the impulse to American culture by saying, "I'm not prejudiced discount or rationalize the pain. Generate a or anythmg, but when I was growing up my discussion around the idea that we can begin father always said how Italians were all in changing how we perceive pain. Talk about our the Mafia." Comments such as these, which society's approach to pain. Talk about the may be expressed about any number of prevaiIing notion that to experience pain is bad marginalized groups, are frequently heard in or a signal that something is wrong. Encourage classrooms in which diversity is stressed. students to consider that the pain may manifest These remarks can be used to explore biases and new perspectives, increased knowledge, and assumptions that permeate the culture as a ultimately growth. Instructors sometimes whole. Rather than ignore such statements, hesitate to call attention to more than one topic the instructor should ask the class to consider at a time. If one is teaching a unit on the the kinds of ideas about a group that are institutionalization of racism in the academy, generated from belieis such as these. for example, one may be reluctant to focus on A second question to pursue is "How do how racism, when it intersects with gender, ideas about difference affect our understanding causes problems specific to women of color. of diversity?" While it is not helpful to label Calling attention to gender does not necessarily a student as anti-semitic or racist, it is helpful devalue or subordinate a discussion of race. to acknowledge that we are all socialized with It has been my experience that at stereotypes of the "otherH-whether these predominantly white institutions, students fear stereotypes are based on race, gender, or sexual that courses which have a decidedly diverse orientation. Discriminatory remarks become an focus will detract from their academic expression of negative stereotyping that can be achievement and progress. For students who pointed out. Ignoring such statements out of already feel alienated and unwelcome, certain embarrassment or discomfort confirms to the courses will appear to be beyond the pale (no class that ideas such as these will go pun intended), not mainstream enough. And unchallenged. students entering these classes do so with some Janet: Michele, since you teach a course on Gay men, lesbians, people of color, white Black women, how do you incorporate your own women, and various ethnic groups share the experience info the classroom? dubious historical distinction of having our experiences interpreted and written about by a Michele: I always begin my classes by talking group with greater power. And it did not stop about my own life. I do not give a verbal there; this same powerful group then became r6sum6. Instead, I try to convey some sense of the "experts," the "authorities" to consult how I arrived at this place, teaching this class. about the experiences of the "other." I talk about my own discoveries regarding the In the classroom, when we teach, discuss, intersection of race, sex, and class, speaking as and analyze the experiences of a group to ONE Black woman. which we do not belong, we must think about It is important to provide space for students what Bell Hooks calls "the ethics of our to tell their own stories. This gives all of them action." We must consider whether or not our an opportunity to give voice to their own work and words will be used to reinforce and historical and ethnic links, differences, perpetuate biases, stereotypes, and supremacist similarities. Encourage the students to interact attitudes. with all the storytellers. They usually ask Can we make room, in our introductions to each other questions and get excited when they the works of groups to which we do not belong, hear something in another's story that strikes a for a discussion of the ethical issues of chord or warrants further explanation or privilege? Extra-group perspectives, however discussion. provocative and informed, are limited. When a student in the class or a colleague has the Janet: How do you incorporate other same or deeper knowledge, coupled with a perspectives in your class? lived experience of the culture being studied, can more of us consider sharing our role as Michele: I love inviting different voices into instructor/ authority? the classroom. No matter how often I try to make the point that Black women are not a Michele: lanet, what is it like to teach a monolithic group, nothing drives home the idea predominanfly whife group when the better than living, breathing Black women. discussion turns to issues of race and inequality? Panels, guest speakers, and films can also be helpful, but I always work up to them. Janet: Discussing social oppression and Without a context, students do not have any injustice in the classroom elicits a variety of place to put what they will hear. responses from students who, consaously or not, are identified with the dominant culture that Janet: What about issues of authority and is held responsible for racism, sexism, and authenticity in the classroom? homophobia. The reactions may vary from extreme defensiveness to deeply felt guilt. In Michele: Try to recognize where the class class-rooms where diverse student populations materials fall short and provide are being educated about the meaning of supplementary texts, films, and so forth. For diversity in the lives of those who have been example, I sometimes use Paula Giddings' book marginalized and excluded, the expression of When and Where I Enter. However, that text guilt may evoke anger from students who have makes no mention of the contribution of experienced discrimination and injustice. At lesbians. And I am not just talking about a the same time, students who feel guilty may "chapter on lesbians" missing. Lesbians who seek approval and acceptance from those who have been integral to the struggle of African have suffered discrimination. American women are not even mentioned by One approach to this situation is to discuss name. Acknowledging this shortcoming allows with the class how guilt limits the discourse on us to work together as a class to fill in the gaps. diversity. Guilt tends to shift the focus of Of course I use other texts that do recognize the learning away from difference and inequality contributions of lesbians to the richness and and toward the subjective experience of the complexity of Black life. dominant culture. While "feeling bad" about social injustice may be a first step toward breaking down cultural bias and oppression, learning cannot take place unless students move References beyond guilt and into an intellectual dialogue Albrecht, Lisa, and Brewer, Rose M., ed. where they seek knowledge of the other for its Bridges of Power: Women's Multicultural own value rather than out of a sense of guilt or Alliances. Philadelphia: New Society obligation. Publisher, 1990. Guilt allows students to remain focused on Harding Vincent. Hope and Histoy. New themselves rather than on the subject matter of York: Orbis Press, 1990. the class. Because guilt tends to inform Hooks, Bell. Talking Back: Thinking Feminist, classrooms that validate a sensitivity to Thinking Black. Boston: South End Press, diversity, it is important that the instructor 1989. examine his or her own attitudes toward discrimination and social injustice so that the Teaching Tips class does not become polarized by reactions of anger on one side and shame on the other. Acknowledge, again and again, the difficulties inherent in exploring issues of Janet: What do you think is the ideal learning diversity. Create an outlet for students to situation for diversity? express their fears and discomfort both inside and outside the classroom. Michele: The ideal situation for learning is always one where there is a diversity of voices As was pointed out by Lerita Coleman in a and an exchange of challenging ideas. We are previous brochure on diversity entitled The all capable of teaching and learning about an Influence of Attitudes, Feelings and ethnidracial group and studying history, art, Behavior Toward Diversity on Teaching literature generated by cultural groups and Learning, it is essential that students different from our own, even if no person from be encouraged to take courses that that group is present in the room. In one all- challenge their world view. It is important white class I taught, students were mindful to emphasize both the intellectual and that Black women might approach the texts, personal benefits offered by courses that films, and questions we explored in a very focus on diverse issues. different way, depending on a whole host of factors like class, sexual orientation, and It is important to acknowledge the real geographical home. In that case I think it and/or perceived personal risk(s) many helped that students were encouraged to students take when signing up for such acknowledge that their insights and ideas, courses. although they might be different from those of Rlack women, were of equal value. Provide space for students to tell their own Ideally, students and instructors woub' wt stories, thus laying the groundwork for abdicate responsibility for being in the wc i ', discussions that facus on historical and for responding to works by men and women ethnic links, differences and similarities. different from themselves. They would understand that to withdraw might very well Struggle with your own issues around being reinforce racist attitudes. I am not comfortable the only and final "authority" in the with students or instructors who assume a classroom. Recognize where your expertise passive position and do not assert their ideas and class materials fall short. Invite about cultures of which they are not a part. On different voices into the classroom via the other hand, problems arise when any of us, films, guest speakers, campus and regardless of group affiliation, need to assume community pups. the questionable role of "authority." One primary function of teaching is to Compile a list of resources (bibliographies, prepare students to live and act more fully in literature reviews, films, etc.) so that the world, not protect them or ourselves from it. students can expand their interests outside the classroom. None of this is easy. 7. Explore stereotypes and the ways in which Michele D. Simpson racism, sexism, and homophobia may be Biography reinforced through a "we and they" Born in Brooklyn, New York, Michele understanding of cultural pluralism. Simpson has lived in the South, the Midwest, the West Indies, and, for the past twelve years, 8. In introducing topics of diversity, explore in Boulder, Colorado. She has worked as an biases and assumptions that permeate the attorney, as an employee relations specialist, culture as a whole. as an entrepreneur, and as foundation program officer. Constants in her life have been short Recommended Reading story writing, community work, and teaching. To explore the topic further, Janet Jacobs and Once a year Michele teaches a class entitled Michele Simpson recommend the following: Historical and Contemporary Issues of Black Women. Currently she is working on a film Hooks, Bell and West, Cornel. Breaking Bread: that will explore the possibility of friendship Insurgent Black Intellectual Life. Boston: between Black and White women. South End Press, 1991. Having experienced firsthand the pain of Hull, Gloria T., Bell Scott, Patricia, and invisibility, Michele's commitment to Smith, Barbara, ed. All the Women Are diversity in the classroom grows out of a need White, All the Blacks Are Men, But Some that is connected to a commitment to assist her of Us Are Brave. New York: The Feminist students and herself in the process of becoming Press, 1982. more fully human. Sage VI, no. 1: Black Women's Studies (Summer As an undergraduate she attended a 1989). historically Black university. There she made contact with some of the best teachers she has ever had at any time during her tenure as a Janet Jacobs formal student. They have been present in Biography every class she teaches and continue to Janet L. Jacobs is an Assistant Professor at influence what she does in the classroom. the University of Colorado, where she has been Women and men teachers, mostly Black, teaching women studies and sociology classes made sure that their students understood that for over a decade. It has always been her goal there was much to learn about themselves as to represent diverse perspectives on social and one group of the African diaspora and members cultural experience so that knowledge and of the world community. They introduced scientific truth are not limited by gender, race, Michele to the idea that there were a host of or class. ways of seeing and knowing. She and her Janet believes that the university fellow students were not given the choice to be classroom is the appropriate forum for anything but active learners at her school. A expanding the knowledge base of students so lot of emphasis was placed on taking what had that their college education truly reflects a been learned and applying it to the world. multiplicity of viewpoints and experiences. Education and service were not divisible. Her approach to the discipline of women Alice Wal~er,in several of her essays in In studies has by definition included diversity as Search of Our Mothers' Gardens says that her an educational value, as differences among best teachers were those "who taught by the women must be respected and studied. courage of their own lives." Her words reflect Throughout the years Janet Jacobs has Michele Simpson's educational inheritance. taught, she has assigned texts that reflect Some days Michele feels as though she had diverse theoretical perspectives which are been struggling with issues related to diversity incorporated into class discussions on difference. for a lifetime. Sometimes longer. And then This approach challenges students to examine there are those other days. . . . world views that differ from their own. Head Trip: A Teaching and Learning Discussion

Professor Polly E. McLean orientation was not sufficient. To work on correcting past inequities, I had to be willing to School of ]ournalism and Mass Communication make both an intellectual and pedagogical University of Colorado at Boulder shift. This was a scary thought, especially when I had to admit to my pedagogical Why is it so hard to change? Why is it shortcomings. For example, I found students even harder to help other people change? I eager to talk about race relations, but those want to share with you some rather personal discussions were at times volatile. I did not thoughts about why it is difficult to change the learn teaching skills in my graduate education curricula to focus on diversity and inclusion, to prepare me for any classroom situation, far how I went about doing it, and what I learned less one in which students' voices would be in the process. I like to think of myself as a risk heard above mine. I also discovered that taker, an open person. I like to think that I am students of color, who were less assimilated, not just intellectually but viscerally willing to brought much of their culture into the classroom change when adequate need is shown. Still, which my social class and cultural background change is difficult for me. did not prepare me for. As one African Several years ago, I decided in the spirit of American student recently remarked, "I have a enlightened self-interest to shift from one real difficult time when the discussion is principal teaching focus to another. This led to interesting to follow classroom procedures of creating two new cour&'Women in raising my hand to be acknowledged by the International Development" for Women Studies professor. I just want to jump into the discussion and "Ethnic Notions," a first-year seminar on at any time. It frustrates me to follow tum- unlearning racism and sexism funded by the taking behaviors of White people." Council on Academic Programs in the Residence I also thought that I could easily remedy Halls for the Hallet Hall Diversity Program the monoperspectiveness of my courses by taught through the Center for Studies of adding into my syllabus works about people of Ethnicity and Race in America. It also meant color, women, the aged, the differently abled, taking a long, hard look at my traditional homosexuals and other traditionally excluded media courses in the School of Journalism and groups. However, what I ended up with were Mass Communication. courses that relegated these groups to the "Why would you want to do that?" I was "other" category, permanent victims of asked by a colleague. "Isn't that extra work?" mainstream culture, deprived and incomplete. "Your research will undoubtedly suffer," Without realizing it, I had designed my courses another remarked. As I listened to the based on the victimization approach, the same comments, I began to have selfdoubts. It victimization approach that governs much of reminded me of the time I decided to change society's attempts to solve many of its social the sequence of my morning routine. It turned problems. How many interventions are out to be a difficult and energy-expending targeted for students of color to adjust to, feel adjustment for me. I eventually gave up. comfortable in, fit into predominantly White Recently a friend suggested that I get an campuses? Yet study after study suggests that answering machine at my home. My immediate the difficulties students of color encounter lie reaction was, "I don't want to do that. . . . If it's with the uncomfortable environment created by important, the caller will call back!" I still members of the dominant group. Still, so many don't have an answering machine. So as I began of our interventions are designed to produce to think about creating new courses and changes in the victims, not the victimizers. reformulating old courses to incorporate Both in and out of the classroom we continue diversity in an informed and constructive way, I to use formulas that interpret the lives of became the subject of my own change. Here is people traditionally excluded from the canon what I learned. based upon a universal norm that has little to Simply being interested in such issues as do with the reality of history and people's race, class disparities, disabilities, and sexual experiences. How different, for example, a course describing the experiences of Chicanos times, visibly angry. But as I went through this and the media would be had I begun with El process, I learned several valuable lessons. To Semanario and La Voz (two Colorado bilingual change the pedagogy and curricula to reflect newspapers) rather than The Denver Post. diversity and inclusion, I had to begin with me. Mow differently students might read African I had to be willing to be open, receptive and American identity if they were to use Zora ready to unlearn whatever residual oppressive Neale Hurston's definition: "But I am not attitudes I held that would prevent me from tragically colored. There is no great sorrow helping students to be less racist, more open to damned up in my soul, nor lurking behind my difference, and generally less oppressive to eyes. I do not mind at all. I do not belong to the others. Diversity is not just teaching anti- sobbing school of Negrohood who hold that oppressiveness, appreciation and tolerance of nature somehow has given them a lowdown other cultures, it is intellectual rigor that dirty deal and whose feelings are hurt about it. stands the assumptions inherent in the social Even in the helter-skelter skirmish that is my and behavioral science disciplines on their life, I have seen that the world is to the strong head. I also learned that I had to place equal regardless of a little pigmentation more or less. value on changing content and pedagogy to No, I do not weep at the world -I am too busy reflect diversity and inclusion. To do this, I sharpening my oyster knife." had to abandon the solitary pursuit of As I moved away from interpreting these teaching, come out of the closet and groups from the eyes and experiences of the acknowledge my pedagogical shortcomings, and dominant group, I became more conscious of ask my colleagues for critical and honest recreating courses based on studying people on feedback. their own terms. When I began to study people What implications did this transformation on their own terms, I found out that I had to have on my teaching and on student learning in discard many of the theories and concepts that general? Fundamentally, I learned to have a never took into consideration the people they greater appreciation for and legitimization of seek to embrace today. For the first time, I was the unlearning process. Since I was aware of my taking a critical look at the realities of power change, I was able to better understand what and oppression that are embedded in the students go through to change. When students history and development of my field. This begin to look at old things in a different light meant often begruing from ground zero, (as 1 did), their old world often becomes building from the bottom up. shattered. For some, the transition is easy. For I also found out that in spite of my years of others, it is painful and difficult. This made education, I did not escape learning and me build into my courses flexibility and support believing stereotypes and biases that undergird by facilitating, through classroom work, people with different sexual preferences, student-to-student contact, enabling group people who are differently abled, and people building and at times including the Cross- whose color is different from my own. For me, cultural Consultation Team (CCT) from challenging these stereotypes became the first Counseling and Career Services: A step in the embrace of diversity. Multicultural Center. Although I could very easily point to overt The transformation also changed my oppressive and discriminatory behaviors from philosophy of teaching. I moved from a members of my own group, I failed to see the teacher- to a student-centered classroom. This ovemding covert behaviors that had become so change had a profound effect on my students. much a part of me. Once I became conscious of Essentially they became more responsible for my covert oppressive behaviors, I had to be their learning, more creative and productive. prepared to deal with my denial, frustration, Students question, debate, interact and disagree anger, hurt, and guilt. Thus, heightening my more than in the traditional teacher-centered sensitivity to my unconscious and inadvertent classroom. They also learned how to listen. behaviors was an essential second step in the However, the most difficult adjustment is the embrace of diversity. unpredictability of classroom dynamics and the Needless to say, change was not easy. I fact that I became more vulnerable. Giving went through a period of hanging on to the old students power means that they will use it. I and familiar. I was defensive, rigid and, at never know when they will use it, or how they will use it. Especially when they will themselves, I also talk about my own challenge me or each other. stereotypes and how they were developed. Although I had devised clear ways of measuring learning, 1 discovered that students 3. Dispelling Myths experienced significant personal learnings. I Students arrive in my classroom with wanted to understand these leanings as well as elaborate maps about the nature of reality, to help students assess their own learnings. I themselves, and others. In my "Ethnic found that using a journal was decisively Notions" and "Mass Communication and helpful in tracking these serendipitous Public Opinion" classes, I ask students what learnings. The following are a few additional issues they feel are important to African examples that can work in any classroom that Americans, Asians, Latinos, and Native deals with the issues of change and unlearning. peoples. I then ask how they amved at these issues. Most of the time, it is through 1. Openness and Confidentiality the mainstream press. I then give them an Students learn in relationship. The assignment to find out from people of these classroom atmosphere, the mode of particular groups what issues concern them instruction, the relationship between and how they view those issues. Students students in the class, and between the use a number of strategies to identify teacher and the students a11 impact members of these groups ranging from learning. After introductions, I discuss my student groups on campus to local Boulder philosophy of teaching and learning and and Denver community organizations. I why the course they are taking is also assign them to read various ethnic important. The next step is working with newspapers produced by members of these the students on the classroom atmosphere groups. For example, I distribute copies of by setting the ground rules. We usually the New York Amsterdam News (an acknowledge that in a classroom where African American newspaper) of which I diversity is celebrated, self-disclosure is periodically collect back issues from often a part of the unlearning process. In Norlin. Students are asked to read the such a classroom, listening and respecting entire issue and report on how African each other's position become critical. Americans from New York City define Students then agree to respect and keep their local and national concerns and to confidential personal materials that are compare the views in the press with those shared. I also make it clear that at no time arrived at in class. This is probably one of will their grades be affected by their the most shocking and eye-opening disclosure. For instance, in my "Ethnic assignments for many White students. Notions" and "Mass Communication and They begin to see African Americans for the Public Opinion" classes, many White first time as complex, multidimensional students are often vehemently opposed to human beings. Typical responses are: "I Affirmative Action, and their opposition never thought sports would get such low can be quite passionate. Students in an coverage in a Black newspaper." "There is unlearning environment must feel totally much more emphasis on political comfortable to raise issues such as empowerment and education than in the Affirmative Action without fear of regular newspapers." "Until I read this punitive measures from the teacher. paper I thought Jesse Jackson was the only Black leader in the country." "I felt good Teacher Candidness about reading a paper that had a clear In a classroom community that supports the position and ideology." "I noticed more ads acceptance of diversity the teacher is not a for hair and hair salons than other bystander. Just as students are asked to products." The last comment has almost selfdisclose, teachers also must recognize become predictable. I frequently follow that they need to operate from a high this up with the video "Hairpiece: A Film degree of candidness. For example, when I for Nappy Headed People," and a ask students to talk about the stereotypes discussion on Black hair as culture, the they hold about people different from historical context associated with developing Black female personhood, the there is debate in many communities concept of Europeanized beauty, and how regarding terms that particular groups had this has affected both Black and White no say in creating about themselves or in female self-identity. defining their experiences. It should be no surprise to any of us that if Indians wrote 4. The Awareness Assessment the history of Columbus in the Americas, During the first week of class, I give the word "discover" would never have students an awareness assignment. In this made it in. Since language, like culture, is assignment, students are asked: continually evolving, it is important to raise these issues in class because language What is your ethnic background and tells us a lot about ourselves and people we gender? seek to know. What has it meant to belong to your ethnic/gender group? 1 handle the terminology issue in three Where did you grow up and what ways. First, I begin by clarifying or other ethnic groups resided there? establishing semantic parameters so as not What was your first experience of to impose judgments. For example, the term feeling different? "minority" is variously interpreted as a What are your earliest images of race euphemism referring specifically to Asians, or color/people with different African Americans, Latinos, and Native abilities/people of different sexual peoples. I discuss why it is currently seen orientations? by many as an oppressive term that What advantages/disadvantages connotes disempoweredness and poverty. may be associated with belonging to Since the term "minority" imposes a your ethnic group/particular hierarchical standard and value judgment, gender/sexual orientation? such usage is best reserved for quantifiable What were your concerns and feelings and verifiable statistics. Terminology such while answering these questions? as "people of color" on the other hand, acknowledges racial or ethnic heritage I use this assignment in a number of ways. independent of value-laden language. A First, it helps to flesh out some of the course similar argument could be used for the term by allowing me to personalize the content "Third World," a value-ladened ranking each semester. This gives me the option of that relegates most societies of Africa, adding or deleting some readings. Second, Latin America, and Asia to a lower status this assignment aided in stimulating than the more economically advanced discussions and is a meaningful tool for me societies. Likewise, the term "handicap," in evaluating the individual student's historically connected with a cap-in-hand reality. The latter helps me to initiate begpg image, refers to the consequences of discussion during my office hours among society's prejudices and barriers and not to a students who may be too apprehensive to be person's disABILITY. open in class. Finally, I have also used the assignment to call on the CCT for advice Second, I discuss language that oppressed when I identify a problem beyond my groups have reclaimed and redefined (the expertise. word "queer" is a good example here). Language can also be reclaimed and 5. Defining Terminology redefined by members of the dominant Hispanic, Latino, Mexican American, culture. When the Kappa Sigma fraternity Chicano, Puerto Rican, Cuban, Black, at Colorado College KC) wanted to pledge African American, queer, underdeveloped, their first African American student in Third World-what we call ourselves and 1968, the national body was in an uproar. what others call us and the gap between So much so that former Senator John Tower the two are critical issues. Language is and Vice President of the National culture and beyond what some may Chapter paid the CC chapter a visit. In an mistakenly label as political correctness, effort to demean the action of the CC chapter, they were subsequently labeled gays and lesbians are often depicted as the "Negroid" chapter. In response, the united in a common culture with sexual members of the chapter reclaimed the word practice being the only defining and some twenty-five years later still call characteristic. Despite same-sex themselves the "Groids." attraction, there are many homosexualities. To get students to move Finally, I raise terms that many of the from a onedimensional, homogeneous undergraduates are exposed to from the approach, we begin to discuss diversity popular culture of particular groups. For among White heterosexuals, since this is example, one cannot view a Spike Lee film the dominant group in my class. Particular or listen to a particular genre of rap music attention is paid to class differences among without hearing the word "nigger." I find Whites. Once students begin to see their students' understanding of the word is based differences, they can then begin to focus on on two concepts: 'White people don't call other people. I also use the videos Black people nigger" or "Blacks like "Lifetime Companions" and "Paris Is calling each other that." In this case, it is Burning" to talk about heterogeneity among important to point out to students the gays. After viewing the videos, I devise historical development of words. I discuss several themes on difference (e.g., the the word from the original corruption of concept of the nuclear family vis-A-vis the negra (Spanish for black), to its usage as a family structure depicted in "Paris Is racial slur and means of demeaning people Burning") and ask students to write on one of without human status, to its contemporary the themes. redefinition among many African Americans. To understand the word Along the same lines, it is important to "nigger" from a contemporary African dispel the homogeneity myths that are American viewpoint, I discuss how the embedded in students' heads or not to foster situation, tone, gender, class and age play further homogenization when using a guest into the definition. In this way, the word speaker who is different from the dominant can be used selectively as a term of group. For example, I often find my students endearment, in humor, a greeting, believing that their one Indian friend identifying a close buddy, to illustrate a means that they know all Indians and can point, stopping in-group stereotypic speak on behalf of the group, or because behaviors, as fighting words, to move they went to school in El Paso, they know Black people to "Blackness" (as the all Latinos, or their one trip to Jamaica liberation poets did in the 60's and 70'~)~or means they know all Caribbean people. I as some female students in a Denver high poht out clearly that our Puerto Rican school recently explained to me, "a nigger lesbian writer guest speaker simply means could also be a male ho." Although the that they know her experiences and not all word has various definitions among many Latina lesbian writers. members of the African American community, it still symbolizes hundreds of 7. Service Learning years of anti-African racism and cultural Students' relationships with people both in repression. and outside of the classroom impact learning. Getting students involved with 6. Assumption of Homogeneity organizations and groups they have had Letting go of ethnocentrism is hard; little contact with is critical to diversity fighting against negative stereotypes is and inclusion. I built into my "Ethnic even harder. But embedded in these Notions" class a three-hour weekly service preconceptions of individuals and groups, is learning component that is worth 15 percent a deeper and more subtle problem: the view of the final grade. I selected the siteb), that people with different sexual met with the staff, discussed their needs, orientations, the differently abled, African the students' needs, the evaluation form Americans, Latinos, Asians and Native that will be used by the staff to assess peoples are homogeneous. For example, student learning, and the organization's operating procedures. The staff conducts an risks they would face in becoming agents of orientation for the entire class on-site. 1 social change. monitor their work through monthly phone calls to their supervisors and by spending I would not want you to think that success in the first 10 minutes of each class discussing diversity and inclusion depends only on a their previous week's service. This helps certain "kind of faculty" or only in "certain to illuminate the positive learning kinds of courses." Similarly, I would not experience, the links back to the classroom, want you to feel guilty for not shaping your to identify problems, and to offer courses to become more inclusive and alternative solutions. Service has also diverse. When we concentrate on the guilt, helped me to get students involved with we become immobile. In reality we are all other units on campus. For example, I have for diversity and inclusion for some very referred students to the Bueno Center when straightforward and self-interested they are assigned to help tutor a bilingual reasons. Yet only with a vision of what child. The impact of service learning on this could mean to students, coupled with the students' development has been the courage of faculty to make intellectual tremendous. Students have changed their and pedagogical changes, are we going to majors, they have been able to better have a chance of making it happen. connect the theoretical foundations in the classroom with first-hand experience, and References they have also begun to understand their Hurston, Zora Neale. (1979). How it feels to be role as Whites in a pluralistic nation. The colored me. In Alice Walker (Ed.), I love most profound learning is the dismantling myself when I am laughing ... And then of the assumptions they bring into a again when I am looking mean and grassroots organization simply because impressive: A Zora Neale Hurston Reader. they are White or students at a major state (pp.152-155). New York: The Feminist Press. university. By mid-semester, they come to Derman-Sparks, L., and ABC Task Force. understand that winning loyalty is a (1989). Anti-Bias Curriculum: Tools for matter of commitment and their willingness Empowering Young Children,. (pp.111-118). to listen. Washington, D.C.: National Association for the Education of Young Children. 8. Individualized Change Once students' awareness has been raised Polly McLean and they begin to recognize how power, Biography privilege and oppression in American For Polly McLean diversity has always society impacts upon them and others, they been a part of her life. Raised in a trilingual become inundated by this new knowledge. home in Trinidad and Tobago, in a community When this happens, students either feel that incluc d East Indians, Venezuelians, the need to use their new knowledge Lebanese,. . ;x-.ans, Chinese, and a hodgepodge csr6tructively or they fed powerless. of mixed etl-u,lc guips, there was never a During the last two classes, students work question that life was not a rainbow to towards change by developing an appreciate and absorb. She moved to the individualized anti-oppressive plan. To United States when she was 14 years of age and assist them in developing their plan, we settled in Brooklyn, New York, in a begin by discussing the kind of world they neighborhood that included African would like to live in. This is followed by Americans, Puerto Ricans, Dominicans, situations they have previously Panamanians, Hassids, and people from both encountered in which oppressive attitudes English and French speaking Caribbean and behaviors were exhibited. We list the islands. kinds of statements they have heard and After graduating from the High School for then discuss how they would now behave the Performing Arts, she entered City College with their new knowledge, the kinds of in New York in hopes of pursuing a degree in responses they could possibly make and the Theatre Arts. But as a born change agent, she dropped out after her first semester and joined this, she strongly believes that multicultural VISTA, trading big city life for rural Ilhnois, education is only valid when the racism that as a community organizer. Dubbed a super- has denied non-White cultures is confronted VISTA, she was one of two VISTA'S selected at and studied. She often says that to learn about completion of service to go to Detroit to train the racism and sexism, for example, in one's own the first wave of community VISTA'S. culture is to approach other cultures and With a renewed vigor and some very genders more objectively. different interests, she returned to college to She is an assistant professor in the School pursue a major in African History, with a pre- of Journalism and Mass Communication, where colonial emphasis. It was here that she she teaches courses in media and culture, new received a full scholarship to the University of media and development, media theory and Ghana, Legon, for intensive study on African public opinion. She is an affiliated faculty political systems and religion. After with Women Studies where she teaches graduating with highest honors, she "Women in International Development" and immediately went to Columbia University the Center for the Studies of Race and where she completed her Masters with honors Ethnicity in America where she teaches in Community Media. After five years of "Ethnic Notions". She has published in the community activism work in New York City, areas of population and communication, media she returned to the University of Texas, Austin, policy, popular culture, and diversity. Department of Radio-W-Film, where she In 1986, she was the winner of the completed her doctoral degree in media Chancellor's Equity and Excellence award for research and theory with an emphasis in faculty, and the School of Journalism and Mass development communication and social change. Communication's faculty teaching award. She Today, she is an internationally recognized has also received recognition in 1991 and 1993 specialist in family planning information, from CU's Mortar Board Honor Society for education and communication, and excellence in teaching. In 1992, she received communication policy and planning. She has the Community Service Award from the lived in West and Southern Africa and the Boulder County I Have a Dream Foundation. Caribbean, where she has studied and conducted research. Between 1987 and 1989, she worked in Swaziland as the Senior Development Communication Specialist in rural development, agriculture, family planning, and human resource development. From 1990 to 1992, she served as the chief technical advisor to the Family Life Association of Swaziland in family planning research and education. As a professional and a role model, she believes not only in giving back to her African home but she still takes time to return every year to her adopted community in Brooklyn, where she works as a political advisor and consultant to various African American elected officials. She also serves as a role model for young people not only in Brooklyn but in Colorado High Schools where she lectures widely on self-esteem, internalized racism and adolescent sexuality. Stemming from a background where there was never a question of diversity, she sees the discourse based often on individual resistance to change and the way we have symbolically and culturally constructed "otherness." Because of Encouraging Participation in the Multicultural Classroom: Using Visual Resources

Professor Albert Chong art, anthropology, sociology, history, and and other fields Everyone can discuss concrete Professor Claire Farago visual examples with interest. And images Fine Arts Department can provide cultural context for other University of Colorado at Boulder fields. How, for example, do people in different places learn mathematics? What There are at least two senses in which we does a classroom in the South Bronx feel interpret the phrase "multicultural classroom." like, compared with one in Bronxville? First, "multicultural" may refer to the issues presented, while the audience continues to be 2. Images can defuse tension-put conflict at made up of students who identify themselves in one remove-so that the class can deal primary ways with the dominant culture and with issues concerning class, gender, race, its privileged institutions. Second, and ethnic conflict without "multicultural" can refer to racial and ethnic overpersonalizing sensitive areas of diversity among the students themselves. political difference. Unfortunately, this second interpretation of the term is not currently possible in most of our 3. Images of stereotypes-people, Colorado state university classrooms. At best, situations-can expose prejudices and make our student body (like our faculty) includes the relativity of normative values racial and ethnic minorities. We hope that apparent. this status quo will change in the future. Cultural diversity in our educational 4. Even if there is no diversity in the institutions and integration of issues concerning classroom, images can stand in for excluded racial, gender, and class plurality throughout voices, groups that would otherwise be the curriculum benefit everyone. We distorted or altogether invisible. How did enthusiastically recommend that you read the artist/photographer treat his/her another publication in this series, Deborah subject? Who is the intended audience for Flick's "Developing and Teaching an Inclusive this image? How do you react to this Curriculum," in conjunction with our teaching representation? How would the person tips. represented react to your point of view? The following suggestions are intended to How does the meaning of the image change foster a climate of openness, which develops depending on who the viewer is? In other when a bond of trust is established. A painless words, how does context determine way to begin this process on the first day of meaning? class is to have everyone (including the teacher) disclose concrete information about 5. Images can de-center notions of cultural or his/her cultural background. How, you might scholarly authority. Incorporate not only ask yourself as you make this csraunitment, images of diversity, but images by diverse have recent cultural changes in America makers. affected what I teach in the classroom? University professors usually do not Pedagogical Practices consider incorporating the visual arts into their Many different kinds of images can be cumculum. But images can be a real bamer- incorporated into your cumculum, regardless of Use breaker: your subject matter. them as catalysts for discussion. You might consider images as 1. Images embody diverse ideas-pictures alternatives or adjuncts to exercises with words. that embody traditional values or In the transformative process of creating an document actual conflicts over them inclusive curriculum, you may not find a provide obviously relevant subject matter in suitable textbook--but do not let this deter you! Images can help you structure the course around supposed to respond to it, who the audience diverse readings instead of a text. Is there a is, who it isn't. And one year's harvest can book illustrated with art that you absolutely become the next year's seed. love, that you would consider sharing with your students? Is there a book in the media Good teachers do not rely on formulas; that has generated controversy, e.g. Madonna's instead, they funnel experience through the sex book, or Salman Rushdie's Satanic Verses? individual. The difference between teaching Bring it in and let them thumb through or read techniques and communicating ideas is like the selected passages. Sources for images are difference between knowing how to use a provided at the end of this brochure. camera and making a picture.

Use images to address concerns relevant to Developing a One-World the students' actuaI cultural backgrounds. Point of View Events current in the media provide Multiculturalism slips and slides liberally concrete situations and alleviate self- from the lips of the politically correct, who consciousness. Consider discussing recent often espouse it only in the context of race, race-related violations of individual civil ignoring its application to differences in sexual rights and their subsequent impact on or religious orientation, gender, or class. The individuals and their communities; current true multicultural classroom must embrace a affairs as they affect the rights and philosophical support for cultural pluralism survival of culturally marginalized that is reflected in the syllabus of the peoples; issues such as Amendment 2, sexual instructor and the curriculum of the institution. orientation, gay and lesbian rights; To cite an example in the Department of Fine women's rights, the abortion debate, and Arts, from which we hail, art history, which the right of individuals to govern their own historically has been eurocentered, now is bodies; the rights of individuals to cause taught so that Europe is not elevated above their own death or assist in the death of Africa, even though the bulk of our others who may be terminally ill or in information, our teaching materials, and our constant physical pain. These topics range own education is eurocentered. In the studio from birth to death; the common thread arts it is also important for the instructor to be that joins them is the rights of the abreast of intellectual trends in contemporary individual or group living in societies that culture. We must include not only works from limit and in some cases completely the hyphenated cultures of America and of the disregard individxal freedom. world but also works that challenge existing paradigms and that constantly ask the student Do not make any individuals feel to reevaluate his or her position about art and responsible for the ills of society. NEVER culture. We must establish an understanding allow any individual or group in the that "minority" cultures too are not fixed or classroom to serve as the object of the static, but are constantly reinventing critique. themselves to fit changing times, taking with them the baggage of a history of struggle for Use studentcentered teaching techniques. recognition from a white cultural hegemonic Your students can make and collect images elite. as well as discuss the ones you bring to class. Recruitment and retention of students and You can incorporate visual art into your faculty of color continues to be a major problem multicultural curriculum painlessly by within this institution. True multiculturalism, devising ways in which images could devoid of the lip service that has pervaded so clarify and enrich the issues and much of academia and the progressive information you want to teach, then letting communities within American society, is based students implement your ideas. Have your on the inclusion of diverse points of view, first students bring in a picture of a stereotype in the forming of our own personal world view, from the media, and let them describe it or and then among our families, friends, and, most imagine its opposite, or analyze what its importantly, our students. A balanced intended message is, how the audience is curriculum should contain a reading list of scholars, research scientists, artists, writers, and information on the artists, call the curators, and critics who are clearly outside the Department of Fine Arts at 492-6504. mainstream of our disciplines. The present Videotapes of past lectures are available. infrastrvcture of our society incarcerates more non-white people than it educates. It costs Useful Reading more per year to imprison people than it does to Clifford, James. The Predicament of Culture: educate them. In order for the multicultural Twen tieth-Century Ethnography, classroom to exist, our children must have Literature, and Art. Cambridge (MA)- access to good elementary, undergraduate, and London: Harvard University Press, 1988. graduate education--good meaning education Exhibiting Cultures: The Poetics and Politics of free from the cultural biases currently Museum Display. Ed. Ivan Karp and embedded within the educational system. Steven D. Lavine. Washington-London: Students of color must feel welcome within Smithsonian Institute Press, 1991. these institutions, and the curriculum must at Flick, Deborah. "Developing and Teaching an some point in their school career be relevant to Inclusive Curriculum." On Diversity in their respective cultures. Teaching and hrning, no. 2. Faculty Teaching Excellence Program, University of See Further... Colorado at Boulder. Academic Media Services can supply a list Hooks, Bell. YEARNING, Race, Gender, and of mediaquipped classrooms of all sizes. You Cultural Politics. Boston: South End Press, may also rent or make videos, rent equipment, 1990. and buy services-even get some (like slides Image of the Black in Western Art, foreword by made to order) free. For a one-time nominal $5 Amadadou-Mahtor M'Bow, 4 Volumes. fee, you can check out slides from the New York: Marrow, 1976. Department of Fine Arts Slide Library: call Lippard, Lucy. Mixed Blessings: New Art in a 492-6136 for information. The adventurous can Mu1 ticultural America. New York: use three permanent facilities with rotating art Pantheon Books, 1990. exhibitions right on campus: Sibell-Wolle Preziosi, Donald. Rethinking Art History: Gallery of the Department of Fine Arts (for Meditations on a Coy Science. New Haven- information, call 492-8003), the University London: Yale University Press, 1989. Museum, with excellent permanent collections Reed, Hsrnael. Writin' is Fightin'. New York: of Native American and other arts (492-6892), Atheneum, 1988. and the art galleries in the University Torgovnick, Marianna. Gone Primitive: Savage Memorial Center, second floor (492-7465). Also Intellects, Modern Lives. Chicago-London: available to professors who are interested in University of Chicago Press, 1990. incorporating images, photographs, or rare Walker, Alice. The Temple of My Familiar. books into their curriculum is the rare books New York: Harcourt, Brace, Jovanovich, room of the Art and Architecture Library, 1989. which contains a special collection of books on and about photography. Many intriguing and Claire Farago thought-provoking photographic portfolios can Biography also be viewed here, and viewing pictures can Claire Farago's field of specialization is be a stimulating diversion in a business-as- Italian Renaissance art theory. She has usual semester. published a book and numerous articles on Another opportunity to introduce diverse Leonardo da Vinci's comparisons of the arts and points of view into a teaching curriculum via related issues. About four years ago, she began art and images is to either assign or accompany working on the changing status of the arts your class to attend the Visiting Artist Program viewed in a crosscultural framework: how, she lecture series in the Department of Fine Arts. initially wanted to know, did the importation The program features the most innovative and of non-European objects and the exportation of diverse artists in all fields of art making, Renaissance humanist values contribute to later theory, and criticism. Lecturers are on notions of the hierarchy of the visual arts? alternate Tuesdays at 8:00 p.m. in room N141 in How are the cultural boundaries put in place in the Fine Arts Building. To check the schedule the early modem period still part of our Albert Chong contemporary assumptions about the role of art Biography in society? Born in Kingston, Jamaica on November 20, Claire is currently working on three book 1958 of African and Chinese ancestry. Albert projects, several related articles, and classroom Chong is the last of nine children of merchant teaching that grows out of these interests. Out parents. He left Jamaica in 1977 to of her long-standing study of Renaissance texts, permanently reside in the United States. He she is collaborating with an international team attended the School of Visual Arts in New of scholars under the general editorship of York from 1978-1981 graduating with honors. Martin Kemp to produce a modem critical Chong's exhibiting career started in 1981, edition of Leonardo da Vinci's "Treatise on and in that year his son Ayinde was born. He Painting," which laid the foundation for has a daughter as well, Chinwe born in 1987 academic training of artists and has been and he is married to Frances Charteris also an widely read for four centuries. Second, Clare is artist. Chong taught at the School of Visual writing an essay style book entitled "Art as Arts, in New York from 1986-1988, and at Mira Institution: 'Race,' Nation, and the Writing of Costa College in Oceanside, California from Art History." This project grows out of the 1989-91. In 1988 Chong, Charteris and family realization that the professionalization of the moved to San Diego where he attended the discipline of art history in the nineteenth- University of California, San Diego. In 1991 he century has never yet been viewed in the was awarded the Master of Fine Arts degree context of discussions of cultural evolutionism at from UCSD, and in that year as well he the time. The hierarchy of painting, sculpture, accepted a faculty appointment in the and architecture defined in European terms is as Department of Fine Arts at the University of much a product of those events during the age of Colorado at Boulder. emerging nationalism as it is a product of Albert Chong's photographs are in included sixteenthcentury cultural exchange. Her study collections both public and private, national treats both periods, together with discussion of and international. The three main bodies of his current critical issues concerning the power of photographic work include the I-Trait series, images. The Still life's, and the Thrones for the Third, Claire is writing a book and Ancestors. Other aspects of his work include producing with her students an accompanying mixed media sculptural installations, book exhibition on southwestern devotional art, works and fabricated to be photographed known as santos. This project, provisionally objects. entitled "Living in Two Worlds: The Power of His works have been widely exhibited the People. The sacred practice of daily life in nationally. Recent venues exhibiting his work the American Southwest, 1800-1995," looks at include the Ansel Adam Center for the ethnic complexity of the visual culture that photography in San Francisco, Sangre De developed in this region. Her study examines Christo Arts Center in Pueblo, Colorado. current models of hybrid culture in light of the LJpcomingvenues include the Cleveland visual evidence, taking into account her own Museum of Art, and the Havana Bienal in position as a scholar working in a historical Cuba. continuum. It is unlike previous studies in that He is the recipient of several artist it does not compartmentalize Spanish versus fellowships, including a 1994 CO Visions Native versus other ethnic groups on a Recognition award from the Colorado Council nineteenth-century model of national culture: on the Arts, a regional National Endowment for instead it examines the hybrid cultural the Arts Fellowship in Photography, and a products that emerged over the course of two 1992 National Endowment for the Arts centuries of colonial and post colonial contact. Fellowship in Photography. His work is She and her students are especially careful represented by Porter Randall Gallery in La NOT to reveal the visions of people who Jolla, California, Catherine Edelman Gallery intentionally exclude outsiders: instead they in Chicago and Carla Stellweg Latin American examine the circumstances that led to such & Contemporary Art Gallery in New York. measures of secrecy in the first place. Chong's work has been the subjtxt of numerous essays articles and reviews in daily friends of Photography in San Francisco and is publications such as the New York and LA titled Ancestral Dialogues: The Photographs Times and in art periodicals and books. A book of Albert Chong. of his photographs has been published by the Diversity and Education: Sexual Orientations

Professor Ralph Hexter Jennings Bryan. It is not my aim to enter the Cornparafive Literature arena of this ongoing debate, much less of other University of Colorado at Boulder controversial issues, such as legal recognition of same-sex marriages or equal access to adoption L Introduction for gay men and lesbians (or even equal access to custody of their own children). Rather, it is to The Faculty Teaching Excellence Program offer fellow teachers a series of observations on has created an important set of guides on pedagogical issues that arise in connection with diversity/-ties and on fostering diversity in the this topic precisely because it is controversial. classroom. The pamphlets in the series "On The "Faculty Teaching Excellence Program" Diversity in Teaching and Learning" address a has named this current series "Diversity in variety of issues, techniques, and contexts, Teaching and Learning." Quite rightly, for which are all relevant to my topic. For only in the larger context of 'learning" does example, the exercises devised to expose "teaching" occur in the first place. I reject a unexamined assumptions and challenge race or division of labor according to which teachers gender stereotypes could be adapted to initiate teach and students learn. Rather, we all, discussion on sexual orientation. teachers and students alike, learn over the I take my brief to be somewhat different: to course of our lifetimes, not least of all by the focus on a wider range of issues positioned dialogue and debate that is explicit or implicit around one of the parameters of diversity, in every classroom, on every university campus, sexual orientation. This is not because sexual and in our democratic society. Although orientation is ignored by the other pamphlets teachers may-and I emphasize "mayw-have in the series; on the contrary, it is not a grip on more and more accurate informa tion infrequently mentioned, just as it is prominent than their students, it is not sufficient for the as one of the parameters of difference the teacher merely to pass on a quantum of that current campus-wide diversity initiative information nor is it possible or even desirable expects each unit to consider as it develops its for the teacher to pass on one "right" diversity plan. However, there is no disguising interpretation of that information. For the fact that almost without exception, sexual teachers do not hold some static truth to be orientation is the parameter which is likely to inculcated, and while those who give the cause the most discomfort, to judge from public impression they do may be regarded as and private discourse at least. Likewise, while memorable teachers by some students, in my it is now illegal to discriminate on the basis of book they fail at the most basic mission of "race, color, national origin, sex, age, handicap, education, which is the foste,,ing an creed, religion, or veteran status," controversy insatiable spirit of inquiry in othc . ss well as rages over the question whether discrimination the nourishing of that spirit in on^ : =lf. on the basis of sexual orientation ought also to For the very reason that sexual orientation, be prohibited by law. (Recent Colorado history what it is and what its ramifications in our makes it possible to say this without fear of society are, currently provokes disagreement contradiction or the accusation of hyperbole.) among many and discomfort in some, it is an Legal protection against discrimination on ideal topic for intellectual inquiry and debate, other grounds emerged over time, and from our and thus for learning without end. I often think vantage point in history it is not possible to of this in spatial terms: the word that seems predict whether future Americans will look best to describe the trajectory of open-ended back on this period of contestation over "gay inquiry and debate this kind of life-long rights" the same way we now look back on the learning demands is "out'-all puns intended. civil rights movement, say, or the fight for This is the "out" of the Latin behind education, women's suffrage, or whether they will a leading outward or away from one's initial perceive it as something that might have been positions and ignorance, quite clearly the but never was, like the presidency of William opposite of in-doctrination of any kind. This is the "out" of the outback and outer space-the unknown that sparks the kind of exploration parameter more a product of that culture's and discovery, expeditionary, scientific and construction of difference altogether? imaginary, our culture prides itself on valuing Indeed, to carry that last question one step and encouraging. And of course it is the "out" of further, is the whole issue of insisting on sexual "out of the closet," a turn of phrase that has orientation as a significant difference, in now entered mainstream diction and is being societies and as somehow defining for used sf all sorts of revelatory self- individuals, a product of a peculiar set of identifications besides the original application institutions and circumstances in late of the metaphor, that of being openly nineteenth-century Europe and North America? gay/lesbian. The links between all these The word "homosexual" was after all first "outs" have yet to be explored and fully attested in English in 1892 (a fact of which realized. What I am proposing is that today, Halperin 1990 makes a great deal, esp. pp. 15- in our society, the issues behind and surrounding 18). This is in brief the debate between what it means to be "out" can serve as a "essentialism" and "social constructionism" healthy provocation to education, the life-long engaging many scholars of process of moving our minds and imaginations Lesbian/Gay /Bisexual/Transgender Studies. ever further "out" along a potentially infinite Both positions come in a variety of shades and number of axes. intensities. The dispute itself would make a Note: I address the gay/lesbian distinction stimulating course in intellectual history or briefly in IV, below. For efficiency, I philosophy, for some maintain that this occasionally use either word to stand, by way of controversy is but another instance of the example, for both. Moreover, as will become debate about the status of essences which has clear, I do not exclude either bisexual or been lively since Plato and formed the ground transgender as categories for discussion. I also for the European scholastic controversy between employ "LesBiGay," which is coming into nominalists and realists. (So Boswell in increased currency and covers many if not all Duberman et al. 1989 17-36.) possibly relevant bases. The status of such distinctions needs to be interrogated cross-culturally as well as historically. Are such lines drawn in other 11. Sexual Orientation and the Curriculum cultures? What is the validity of our own categories when applied to other cultures? The most obvious way sexual orientation as How do our society's views and expectations an issue can serve pedagogical purposes is as a affect our very perceptual apparatus as theme of intellectual inquiry in a college course. observers? Indeed, how have they, picked up For example, courses on gay and/or lesbian on by our informants, limited the information to literature are not uncommon on college campuses which we have been given access and even in today. Anyone who has thought about devising some cases begun to alter long-standing such a course immediately faces the question: traditions and institutions? Anthropologists what is gay literature anyway? What defines are particularly attuned to this last set of literature as lesbian? Is it explicit theme? The questions. author's sexual orientation? If so, does this My main point is that to bring sexual have to have been conscious on the part of the orientation into the classroom as a stable and author? The reader? Such questions should be seemingly self-evident thing is begging the built into the course and, at least in more question. Sexual orientation must be advanced discussions, lead to consideration of approached under the sign of the question and "sexual orientation" itself. Is it omnipresent as must itself be the object of the intellectual a recognized variant in human societies, and quest. Nor need this inquiry be limited to are the different cultural expressions of courses on gay or lesbian literature. Indeed, it variations along the parameter of the relative is, at some level, unavoidable (except that it genders of individuals involved in erotic has so often been avoided) in many courses on liaisons and attractions roughly congruent and the traditional canon. Eve Kosofsky Sedgwick, comparable? Or is each culture's recognition (or contrasting the issues involved in gay and lack of recognition) of difference along this lesbian studies with debates we have become familiar with in the cases of Women's Studies or, say, African-American Studies and with the anomalies.) Obvious case studies could include: type of meditation that goes back as far as sexual orientation in psychology, sexual Virginia Woolf s on Shakespeare's orientation in biology, sexual orientation in the (imaginary) sister, poses the following mind- law, sexual orientation in politics, sexual benders: "Has there ever been a gay Socrates? orientation in ethics and religion, where "in" ...a gay Shakespeare? ...a gay Proust?" (1990 means "as it is conceptualized by." By looking 52). Is the issue legitimately avoidable when at the field "sexual orientation" one asks not we teach Shakespeare's sonnets? In a more merely how gays and lesbians were treated, but introductory class, which might not approach also to what degree heterosexuality is those difficult poems but rather stick to more intrinsically the norm in the standard view of standard dramas, it will be up to the teacher to these various perspectives, and what complicate the students' reading of, for dislocations (if any) this brings in its wake. example, Romeo and Juliet. However desperate the teacher is for his/her students to "make connections," for them to read this play (or see 111. Sexual Orientation the Zeffirelli film) as if it were several weeks as Pedagogic Provocation of Two Teens of Verona probably does more intellectual damage than not reading it at all. In teaching, as in understanding, That is, I know, a very strong statement, but it simplifications and handy schemas are is bred of the old Socratean conviction that valuable first steps, but such first citizens must be disabused of their readiness to approximations are only valuable insofar as equate what seems with what is. Here the they serve as stepping stones towards more issue is one of anachronistic projection. If the informed and more nuanced views. The fact students are not challenged to consider that the that the debate about many aspects of sexual universe of erotic desire represented on the orientation is both current and obviously Elizabethan stage cannot be understood without complicated means that it can frequently be reference to the entire system of Elizabethan made to exemplify for students the complexity erotics, from Marlowe and his boys (and his of representation. Other pamphlets in this Edward 11) through Will with both young lord series have suggested media analysis, and and dark lady all the way up to the virgin representations of gay men and lesbians also queen herself, they will remain as lend themselves to analysis. What makes complacently unreflective about their own discussion even more layered in the case of gay positions with respect to media-presented men, lesbians, and bisexuals is that there is not eroticism and sexuality today. Not to mention merely a question of how they are represented the conventions of Elizabethan acting, since publically (e.g., stereotyping or Juliet will have been played by a boy in girl's mainstreaming), but whether they should be, or clothes, so that on the stage even the most even are being represented. This all came out in "heterosexual" of relations had homoerotic the debate, no more than a few months back, overtones. about the advertisement for a furniture store I have offered this extensive example which presents two men discussing "their" because it happens to be common and closer to home and design preferences. my area of expertise than others, but there is We need to help our students interrogate a hardly a field (taken brmdly) that cznnot be whole set of representational practices that, made to yield some story, and some history, by when we note their distortions and our questioning what sexual orientation means asymmetries, appear less mimetic than in its terms. I would not say that this rejected constitutive of what we take to be "reality." To stone should become the new universal exemplify distortion, one might consider why cornerstone of intellectual inquiry, but it is well the TV commercial I saw a few weeks ago for an recognized that focusing on the marginalized in upcoming adventure film of Hercules presented any field is an efficient way to figure out how him as a "lady's manu-I'm not making this the central coordinates of that field are up-while Classical antiquity knew him as devised and drawn. (Compare in experimental equally muscle-bound, yes, but also a lover of science the importance and challenge of boys and, in one famous episode, a crossdresser. outliers, singularities, and apparent It might be interesting for students to consider why these episodes are not likely to show up contextualizing may help move debate from soon on commercial TV. Asymmetries are smoke- to light-generating. The passion abundant, and students can be asked to look out evident behind the opinions expressed should for them and bring them in for discussion. For be able to be redirected towards an inquiry example, why is it that news reports of gay about "rights" as an abstraction. Is the business people always identify the person(s) involved of rights in a democratic society a zero-sum as "homosexual" (even to the point of game? There is certainly no reason to indulge in redundancy, as in "Laura, Eve's homosexual "comparative victimization": in a properly lover"), while never identifying anyone as nuanced discussion, acknowledging the heterosexual (as in "Mr. X, her heterosexual historical suffering or disadvantages of one rapist" or "Baby Y, abused by her heterosexual group in no way lessens respect for the suffering parents")? On a deeper level, why is "sexual other groups, or a particular other group, has orientation" itself always taken to "mean" experienced. Egregious victimization may, LesBiGay, rather than a set of categories indeed, must be noted, but victimization less which leads to "straight" just as much as to egregious is not thereby rendered trivial. gay, lesbian, or bisexual? Here one compares What may emerge more clearly is that there "gender studies," still largely regarded as are certain patterns of discrimination, "women's studies." At this point it might be repression, stereotyping, and pseudo-science productive to introduce students to the concept that are remarkably similar even when the of marked vs. unmarked as an analytical tool groups against which discrimination is directed not limited to linguistics. differ markedly. To return to the case of the furniture store Another line of inquiry may be to examine advertisement, why does it remain outrageous whether we do (or, a different question, to so many, or at least to such vocal people, whether we should) have rights as individuals that the two men shown might constitute a gay or members of a group? In either case, how are couple? The controversy itself could and should groups of all sorts defined and what is their become a topic of discussion. Although the very ontological status? How have they been currency of the issue presents particular conceptualized in other times and in other challenges to teachers to insure fairness and cultures? It is in the context of these last respect for all participants in the discussion, questions that a field of inquiry one might call whatever their positions, that currency almost "comparative minorities" is constituted. guarantees the discussion will be lively, even Introducing "sexual orientation" as a parameter passionate. That passion can be harnessed so of difference to be explored along with race, that students will articulate their positions gender, ethnicity, class, and so forth, will with ever greater force and precision-they productively complicate the discussion in so far will have to, because there will be vociferous as sexual orientation is among the most opposition on at least some of their points. I controversial. But of course, just how settled are like to think of "sexual orientation" as a the other modes of classifications? Exposing powerful "provocation" to students to question a the historical and cultural contingencies of whole range of conventional assumptions, certain aspects of traditional or recent valuable whether the outcome for the classifications of the human population is individual student is a change of mind or a itself likely to provoke anxiety, even hostility, clearer and more informed presentation of his or to the degree that affiliation with one or more her original position. of various groups is constitutive of many individual's sense of identity. But if examination and exploration of the history and IV. Groups and Individuals status of such group identifications cannot be undertaken in a university setting, with its It often happens that when LesBiGay multiplicity of voices and perspectives, where people are identified as a "minority," can it be? somehow, before you know it, the discussion has This kind of ever-subtler analysis can be become one in which the "rights" of one fostered as well by discussion more narrowly minority are being pitted against those of focused on Lesbian/Gay/Bisexual/Transgender another. This is another arena in which issue. As the proliferation of "/"'s suggest, there are complexities involved in the "caused by "homophobia" is not very helpful, constitution and subdivision of what used either as an intellectual argument or as a simply to be called "homosexuality." How has pedagogical maneuver. In fact, it is counter- this space been marked and named, and by productive. Furthermore, it seems to me that whom? What are the similarities and the concept of "homophobia" itself deserves to differences between "gay" and lesbian"? How be put under the same question mark as "sexual does the label "bisexual" fit in the picture? orientation." Is it a psychological phobia like What further complexities does the category claustrophobia? Psychologists and "transgender" add, and how do they all psychoanalysts may be able to provide a better challenge a whole range of assumptions about answer, but to my knowledge, it is not a sex and gender? Again, what is "sexual clinically-recognized disorder. And if it were, orientation," and to what degree does "choice" is it not telling that none of those who are (and at what level or levels) have to do with "diagnosed" with it are rushing for treatment? it, as indeed, with other expressions of It seems in fact that this is a figurative phobia, sexuality or even other aspects of human where outspoken negative opinions about identity? homosexuality and homosexuals are figured as That the field as a whole generates more an illness affecting members of society on a questions than answers suggests that it is a ripe case-by-case basis. It is noteworthy that in no area for investigation, inquiry, and discussion. other case is anxiety about or abhorrence of a The controversial nature of some of the subset of society-neither racism nor anti- questions may inspire students to take a more Semitism or anti-Catholicism, for critical view of various empirical studies, exampletermed a "phobia." The most closely demanding to be satisfied about sampling comparable word, "xenophobia," is applied not methods and statistical analyses, and to individuals but to entire countries or cultures, questioning whether even established and is understood to describe neither a correlations necessarily imply causation. The psychological condition affecting individuals whole set of questions sketched above should nor a personal pathology but a cultural norm. help students move away from more elementary And so, let's face it, is what we, ducking the analysis in terms of static, all-too-frequently issue, carelessly call "homophobia." To be sure, binary oppositions, and help them articulate hostility to homosexuality may be more acute descriptions and analysis that can in certain individuals, but it is nonetheless a accommodate degrees, scales, historical and widespread cultural norm. When we hear cultural difference, and overlapping and voices of resistance, we aren't hearing the voice intertwining "allegiances." of pathology but of society, or a sizable portion of it. Whether or not we replace "homophobia" with some (admittedly V. Addressing Anxiety in the Classroom awkward) phrase like "anti-homosexual prejudice" doesn't alter the fact that A recent pamphlet reminded us never to "homophobic" discourse and practices, like all allow any individual or group in the classroom discouke and practices, are learned. It is the to "feel responsible for the ills of society." And business of teachers and students alike to no individual or group is responsible. Given the examine that discourse and those practices, breadth of debate, this could, in different eyes their sources and ramifications. Doing and classrooms, cut different ways. But otherwise, and avoiding the responsibility of focusing, as I would, on the resistance to engaging in true debate by charging that one's inclusion and acceptance of interlocutor is incapable of unprejudiced les/bi/gay/transgendered individuals, one is participation in discussion (even when it may immediately confronted by the topic of be true) is not what should be going on in a "homophobia." What is it, and why are they university classroom. saying such terrible things about it? Others have queried its status, and I cannot here enumerate, much less examine, all their VI. Towards an Open Classroom objections. I would begn merely by observing that characterizing anyone's position as Authors of a recent pamphlet on the me that in the mid-1990's, "coming out" is no multicultural classroom suggest an exercise longer the point: it's ''being out," whether we whereby all participants, on the opening day of make a point of it in a particular situation or class, identify their identities according to a not. Indeed, acting as if being out is no big deal range of parameters. One can imagine some can itself be the message and the point. One people for whom saying "lesbian" is no more cannot hold this point of view without regard problematic than saying "Louisianan," but to the communicative situation in which one given the status of the debate, there will be finds oneself. It would be as absurd for me to others for whom this would be difficult. More imagine that because one group of students important, whatever the speaker's view, there happened to learn I was gay, all subsequent are almost sure to be listeners who will quickly groups would know it, as it would be for me to forget what state a person comes from but will expect all subsequent classes to understand the think of nothing but her sexual orientation Latin passive periphrastic because I taught it every time she opens her mouth to speak. It is to a previous year's class. Furthermore, in the this that makes the question of "coming out in larger world, given the current climate and the classroom," already fraught for many cultural norms and expectations, not being out is people, so difficult, both in practice and in still tantamount to being not out. Being straight analysis. There are individuals who wax is the unmarked category. dogmatic about this, but I find such approaches All teachers, gay or straight, need to be unrealistic. I am tom between idealism (as attuned to the fad that a student's or students' much of what follows will strike some readers) "coming/being out" in the classroom can change and reality both as I have experienced it and as classroom dynamics as radically as if the others, who have had more unhappy teacher had done so. However, in my view, the experiences, have relayed it to me or described issue isn't whether the teachers or students are it in print. or come out. The real issue is: Is the classroom Since teaching is personal, I should say open, explicitly and implicitly, to the that I personally, as a teacher, don't focus on diversity of sexual orientations? A teacher the problematic of "coming out" in the does not have to be gay or lesbian to make classroom. If at a certain point in the life of a his/her classroom an open one. (Indeed, I have class that means in a relevant context referring known closeted homosexual teachers who to my partner and using a masculine pronoun, constructed much more oppressively then so be it. Before proceeding with this line heterosexist classrooms than any number of of thought, let me acknowledge that I am well enlightened heterosexuaIs. One might say in aware that my experience, and style, is not their defense that these teachers were independent of my authority in the classroom, probably terrified of exposure and were which was always that of the white anale themselves targets of the antihomosexual product of "elite private institutions," as they discourse of the society, but by passing as are called, now further bolstered by the title straight-in part by passing on that "Professor." Clearly, the impact on the discourse--they did much damage, classroom dynamic and how students feel they particularly to the gay/bi/lesbian students could respond would almost certainly be who were in their classes.) The more open the different if a female and/or minority assistant classroom, the less impact anyone's being out professor or teaching assistant came out. (On will have on classroom dynamic. the other hand, I know of a Boulder faculty A classroom open intellectually in all member quite similar to me who has received dimensions is likely to be an intellectually FCQ's with "fag" scrawled over exciting and challenging space for students and them-ironically, the teacher is heterosexual.) teachers alike. What defines such an open More broadly, I no longer regard "coming classroom as far as sexual orientation is out" in any context as something a gay person concerned, and how would you go about creating has to do over and over again. "Coming out" is one? You would begin by not assuming that a very important process for gay and lesbian everyone is heterosexual, neither everyone people in this society, but it is the society that alive today nor everyone who has ever lived. makes "coming out" necessary and largely In every subject, from mathematics to economics shapes it. Many other gay people agree with to language courses, some of the hypothetical examples could involve a girl and her Students, Teachers and Curricula. New girlfriend or boy and his boyfriend. In many York: Hamngton Park Press, 1992. subjects, one will be able to add diversity Martha Nussbaum, "The Softness of Reason," simply by reporting what has hitherto been The Nao Republic, July 13 & 20, 1992, pp. obscured, whether it's Michelangelo's sonnets 26-35. (which may change how we look at his statue Richard D. Mohr. Gay Ideas. Outing and of David) or Hercules' boyfriend or Gertude Other Controversies. Boston: Beacon Press, Stein and Alice Toklas. You wouldn't say 1992. "members of the opposite sex" as if that's the Richard A. Posner. Sex and Reason. only way humans bond and ever have. Most Cambridge: Haward University Press, importantly, you wouldn't assume all your 1992. students are straight. You thus wouldn't force Eve Kosofsky Sedgwick. Epistemology of the them to choose between, on the one hand, Closet. Berkeley: University of coming out and falsifymg your assumption and, California Press, 1990. on the other, remaining silent and letting the lie stand. As above, there's no reason why the very Ralph Hexter problematic of the issue shouldn't be a topic for Biography discussion, both in material and in classroom Ralph Hexter hails from Cleveland, Ohio. interaction. Why did someone go to the trouble He went to Haward College, where he majored of editing Michelangelo's poetry to remove him in English literature (with a special emphasis from the ranks of the sodomites in the first on the medieval period). Upon hearing that place? Why is it that identifying oneself as there was such a thing as Comparative lesbian or bisexual is considered by most people Literature, he determined to take it up, since a revelation? If the atmosphere suddenly gets under that rubric he could also include the frosty-and colleagues have frequently French, German, Latin, and Greek he also reported this fallout from coming out--or, as studied. He was graduated magna cum laude in one colleague eloquently phrased it, "What 1974, leaving Haward with both the first happens when the teacher [or another student1 Bowdoin and Briggs prizes in English and a becomes the text?," we have another golden fellowship to study in England. He read opportunity to talk about cultural expectations Classics and Modem Languages (Greek, Latin, and practices. There is no reason these should and German) at Corpus Christi College in go unexarnined, especially if we regard the Oxford, taking First Class Honours in 1977 after university, as I certainly do, as the place where spending as much time on the continent as nothing should go unexamined. possible and adding Italian to his list of languages. He then entered the graduate Select Bibliography program in Comparative Literature at Yale Henry Abelove, Michele Aina Barale, Davir University. A grant from the German M. Halperin, eds. The Lesbian and Gay govenunent supported his research in Munich Sfudies Reader. New York: Routledge, for two years (1979-81) and he returned to Yale 1993. to start teaching in the Classics department in Martin Baurnl Duberman, Martha Vicinus and 1981, receiving his Ph.D. in 1982. He taught at George Chauncey, Jr., eds. Hidden From Yale for ten years, both in Classics and in the History: Reclaiming the Gay and Lesbian then newly-formed Humanities Major, leaving Past. New York: New American Library, as Associate Professor. He held administrative 1989. posts within several departments and programs Jonathan Goldberg. Sodometries. Renaissance and served for one year as Acting Associate Texts, Modern Sexualities. Stanford: Dean of the Graduate School. He came to the Stanford University Press, 1992. University of Colorado at Boulder in 1991 as David M. Halperin. One Hundred Years of Professor of Classics and Comparative Homosexuality and Other Essays on Greek Literature and Director of Comparative Love. New York: Routledge, 1990. Literature. He has served as Director of the Karen M. Harbeck, ed. Coming Out of the Committee on Medieval and Renaissance Classroom Closet. Gay and Lesbian Studies and Acting Chair of the Department of Haward-Radcliffe Gay Students French and Italian, and on many too many Association (as it was then called); his senior committees. He taught as a guest lecturer at year he was its second president. At Yale he the Folger Institute and has been an NEH participated in the faculty/student/staff group Fellow of the Villa I Tutti, Harvard Center for which hosted multiple national conferences, Studies in the Italian Renaissance in Florence. established a research fund, and convinced the He is the author of Equivocal Oaths and university to extend spousal benefits to sarne- Ordeals in Medieval Literature (1975), Ovid sex partners. Since Harvard days he has and Medieval Schooling. Studies in Medieval worked closely on many projects with Professor School Commentaries on Ovid's Ars Amatoria, John Boswell of Yale's History Department, Epistulae ex Ponto and Epistulae Heroidum author of Christianity, Social Tolerance and (1986), A Guide to the Odyssey. A Commenta y Homosexuality and the recent Same-Sex Unions on the English Translation of Robert Fitzgerald in Pre-Modern Europe. With Professor Boswell (1993), and articles on Vergil, Horace, Goethe, he organized a conference on "AIDS and its and a variety of topics in Medieval Latin. He Metaphors" for the Kinsey Institute, and he is co-editor of Innovations of Antiquity, continues to work both on and off campus at the published in 1992 in Routledge's series 'The intersection of academic and diversity issues, New Ancient World." He is frequently asked to from serving on the Chancellor's Standing lecture on his work (most recently in Italy and Committee on Gay, Lesbian, and Bisexual Issues Berkeley), and his current projects include to editing, translating and speaking widely on Homeric interpretation and Vergil, classical two fifteenth-century Latin plays about the and medieval literary history, and entrapment of a homosexual priest. He and his Renaissance Latin drama. partner of fifteen years live in the mountains Ralph Hexter began college right after and enjoy hiking, cross-country skiing, riding, Stonewall, and from nearly the beginning he and-lest there be no truth to was engaged in gay, lesbian and bisexual issues. stereotypes-opera. He was involved in the formation of the Diversity and Language: ESL Students in the University Classroom

Anne Bliss, Ph.D. necessarily a student who "is stupid," "can't University Writing Program and ESL Coordinafor hear;' or "doesn't understand." University of Colorado at Boulder When we look at international ESL students on campus, we should realize that we As increasing numbers of students, faculty, and are often viewing the "cream of the cropn-- staff who speak English as their second those veryable students who, in their home language (ESL) join the university community, countries, competed for and won sponsorship to they inject not only diversity in the use of study in an American university. These language, but differences in attitudes and students were judged by the same admission cultural orientation as well. Although there is standards as native English speakers, except no count of the number of ESL students on that the international ESL students also had campus, we know that for the 1995-1996 to pass the Test of English as a Foreign academic year foreign students make up 4% of Language (TOEFL). The TOEFL is hard; the total student population. 2.3% of the native English speaking students often have undergraduates and 12%of the graduate great difficulty with the vocabulary, reading, students are international students. Add to this and analysis sections of the test. These group the immigrant and long-term resident international students or their sponsors are ESL students, and we have a sizable percentage paying a premium for their education; not only of students who are not native speakers of do they pay for out of state tuition, room and English. Especially in the university board, books, and fees, but they may have classroom, ESL students often find themselves very high airfare costs and opportunity costs at a loss for words. They may not comprehend that may go unrecognized by the university. the logic underlying the instructor's lectures or And in most cases they are not allowed to take expectations for assignments. Their home jobs while they are in this country. culture may affect their behavior in the class, ESL immigrant students may have escaped with instructors, and with other students. from Vietnam on a boat, have immigrated Often, a second language student may feel and from Mexico or farther south with parents act "at odds" with the system and the culture of who are now custodians at the university, or the university. been stellar students and athletes in republics Stereotyping ESL students is just as of the former U.S.S.R. Many of these students damaging as stereotyping "minorities," and have welleducated parents who, because lumping all ESL students as "foreign students" they did not know English, have taken entry ignores important differences in background, level jobs to support their families. These culture, and language. The Malaysian woman students are generally motivated, hard studying chemistry and covering her head to working, and very serious about getting an show her devotion to Islam may be very education. Trying to learn English at the same different from the Kuwaiti woman who tine they're carrying a full load of classes and appurs much the same, with a scarf covering working 20-40 hours a week to cover expenses her head. The immigrant student may have is no fun; if an immigrant student seems been in the U.S. for many years or may have "sleepy," there may be a very good reason. arrived recently, and in either case may be Finally, students who may or may not be making a desperate attempt to acculturate or minority but who grew up speaking a home to cling to the home culture and language. language other than English, or a dialect Furthermore, an ESL student may be a member other than standard American English, may of a family that has resided in the U.S. for have special understandings to offer, as well many generations but has elected to speak a as special needs. The student from a big city language other than English as the home who uses Black Urban Dialect may write "he language or "mother tongue." And, of course, a be" in an essay exam response rather than ''he student who struggles with English is not is"; the student understands the meaning, but expresses that meaning in non-academic, non- standard English. The student who grew up speaking Italian at home and English at for papers at a Western university, which we school may have some interesting sentence usually expect to follow either a deductive or structures, as will the bilingual student who an inductive pattern, with a thesis at the speaks Korean most of the day and omits begnning or a conclusion at the end. Or articles (a, an, the) from both oral and written consider a Korean student who may seem to English. It is important to recognize the write or speak in a repetitive, circuitous form. difference between surface structures and In Korean, if the repetition is well structured, comprehension. A student may understand the the audience is guided subtly to the student's course material perfectly well but use sentence conclusion, even though that conclusion may structures, diction, and style that are very never be stated. When this student writes in confusing to native English speakers. Or, of English, however, an American reader may course, the confusing surface structures may keep wondering when the student will make keep you from seeing that the student is his or her point or why the student seems to misunderstanding the course material in keep repeating almost the same idea. The exactly the same way as are your non-ESL student understands the material and how to students. think about it according to Korean linguistic How can we value the* second language and cultural patterns; the instructor can help students and help them in their studies and the student reorganize the material for a their lives at the university? First of all, reader or listener who expects academic recognizing that there is great diversity English: a linear structure and a stated thesis among ESL students leads to appreciation for or conclusion. those differences and sensitivity to the Instructors and students may also benefit varying challenges they face. It is important from considering the distinctive linguistic to make sure all students are welcome and structures and habits of English. For example, comfortable in the classroom; color, culture, English uses articles (a, an, the) to mark religion, gender, language, and other indefinite or definite nouns; many languages differences should be valued. Classes would do not have such markers and instead rely be pretty boring if all students were clones. only on the context to determine which item Coupled with other techniques for working may be under discussion. Misuse or no use of with diversity in the classroom, the articles can complicate the student's speaking information presented below may provide and writing. Also consider the complex ways some means of understanding and working in which English uses verb tense and voice to with ESL students. indicate subtly whether or not one agrees that the findings of a particular experiment are 1. Consider the logic of the student's home accurate or generalizable. A student who language. How does it work? Some languages writes, "the results were applied to the follow the linear structure of English; others majority of cases" but intends to say "the employ a more circular or repetitive structure. results apply to the majority of cases" may The student who seems to be repeating the confuse the reader or convey inaccurate same idea in different words and who never information. A second-language writer who presents a thesis or comes to a conclusion may has not mastered this convention may be following the rhetorical structure and innocently convey a skepticism, or an logical patterns of the home language. endorsement, that he or she does not intend. Arabic, for example, allows and may even Academic English, in particular, uses encourage diversion from the main point; when many "attributors" to mark the "ownership" an Arabic speaker writes a paper in English, of particular statements: which assertions are the paper may make sense for a while to the claimed as the author's own; which represent English-speaking audience, and then suddenly other scholars' work with which the author it may seem to go way off track. Eventually, agrees but for which the author takes no direct the paper may seem to regain its focus, only to responsibility; which represent lose it again. This rhetorical structure, which counterarguments with which the author appreciates adding interesting information or disagrees, etc. Even native English speaking a story to a linear text, is beautiful and correct students may be confused about how to in Arabic, but it generally does not work well interpret these markers in their reading or how to use them in their writing; consider the adjustment. Perhaps turning in homework difficulties for second language students. The assignments will be familiar, but a weekly results can be disastrous when students omit quiz or three exams during the term may be attributors--anything from apparent self- quite confusing, even threatening. A brief contradiction to apparent plagiarism. You can explanation of the exam system and the help by showing students exactly why their differing expectations for different types of text is confusing and where to insert the tests will help these students. appropriate ownership signals. 4. Schedules can also cause problems for some 2. Some ESL students may seem shy or ESL students, particularly the international unwilling to participate actively, students. Cultures and languages treat time particularly if the class is interactive. These and space differently. Some languages, such students may not want to expose themselves as as Vietnamese, use the same word form for ESL speakers; they may worry about whether action that happens in the pre~ntand for the instructor or students can understand them. action that happened in the past. Vietnamese In some cases, the students have experienced speakers report that time simply "isw--it's ridicule in other classrooms or an impatient "all around." English tends to treat time as teacher who was unwilling to wait for the linear, and in the university, deadlines are student to put ideas into words. Some cultures "approaching" and "the term is flying by." place a high value on reticence. Others have Time in the university culture moves fast. oral languages, such as many Native In English, we tend to think of the future American languages, that encourage listeners coming toward us from the front and the past to form mental pictures of what they hear. leaving behind our backs. In some other This takes time, and it takes even more time to cultures and languages, the future is behind sort the images and reach a conclusion. the speakers' backs because they can't see Patience and respect for the students' culture what will happen; the past is in front of them and language usage are important. ESL because they can see what has happened. students are a diverse group, but rarely are Some students from Senegal once claimed that they students who "are stupid," "can't hear," "time just keeps rolling aroundm- they had no or "don't understand." sense of urgency, of deadlines, of planning a For some students, a participatory class certain amount of time for a project, or of may be a new experience, as their previous scheduling their daily activities. The schooling may have featured only lectures and university culture and the linear concept of seat work. In some cultures, teachers are time posed many difficulties for them. revered and treated with the utmost respect. We can help these students understand and Students may have been taught not to look cope with class schedules and a linear time directly at the teacher, but to keep eyes frame by providing a well-organized syllabus downcast. These students will generally be at the beginning of the term and referring to it reluctant to participate, and they may be occasionally, especially before beginning new especially reluctant to speak directly to the topics, papers, or projects. Some instructors teacher. %me students have been taught by organize classes according to a calendar teachers who themselves were not native format, which gives a visual representation of speakers or were speakers of a dialect of assignments, tests, and projects. We can also English. These students may be uneasy with help students understand our expectations for academic English and native English speaking meeting deadlines by explaining how much instructors. Encourage them to visit you during time an assignment may take, and by your office hours; you may learn a great deal reminding them to allow extra time for from each other. reading or writing in a second language. Native English speakers sometimes have 3. Think about homework assignments, trouble meeting our deadlines; consider how an quizzes, midterm exams, and final exams. An ESL student with a different time frame must ESL student who comes from a schooling adapt. system that gives exams only at the end of the school year will need to make a major 5. The high percentage of ESL students in the Perhaps the answer to many ESL sciences and engineering may speak to their difficulties lies in patience, understanding, interest and skill in math or structured and time. Research shows that concentrated sciences. Or those students may simply have effort may lead to near-native expertise in a recognized their difficulties with English and second language after five to seven years. Our steered away from such fields as psychology, students don't have that much time; they feel history, or political science. Some ESL a sense of urgency to get an education and get to students have confessed that they really wish work. We must find ways to sharpen their they could study literature, but reading so English as we teach them other subjects. much English is very difficult; meanwhile, Discussing the culture of the classroom, they have a 3.6 GPA in chemistry or a 3.4 GPA including the expectations, rules, and in computer science engineering. Others claim procedures, can help international students that the reading and writing are not too hard, adjust to a strange and scary situation. And a but they have problems thinking about few minutes of counseling or explaining how to "philosophical ideas" or "theories" in organize written or spoken English for English. academic purposes can go a long way with We can integrate language learning across most second language students. Our classrooms the curriculum. Clarification of theoretical or offer sites for growth and learning; sharing philosophical elements of courses will help the linguistic and cultural understandings of not only the ESL students, but others as well. our ESL students brings diversity and enriches Instructors in the sciences can encourage us all. students to read humanities and social science literature related to science. Such reading can provide fresh perspectives on pure and If you wish to learn more about second applied science, broaden the students' outlook, language issues or to obtain assistance for your and serve as the basis for class discussion. ESL students, the following campus resources Faculty teaching reading-intensive core are available: courses who meet with second language students during office hours can ascertain that Developmental ESL Courses the students understand what they've read. International English Center (IEC) Such techniques facilitate development of 492-5547 language as well as critical thinking. Linguistics Department 492-8041 6. The university expects ESL students to University Learning Center adhere to the same standards as other 492-1416 students. Since ESL students are especially likely to need help in meeting those Equity/ Diversity/ Curriculum Library standards, yet be reluctant to seek assistance, 492-3359 it is important that you, your TAs, and your students be on the same page in the rule book. ESL Writing Courses International students may come from countries University Writing Program with vastly different standards concerning 492-3- getting help, plagiarizing, cheating on exams, etc. Likewise, instructors have variable Tutorial Assistance standards about how much expert or tutorial Academic Skills help is allowable, when students may work 492-5474 together, and so forth. The best course of action is to spell out your own rules, and put International Student Issues them in writing. In particular, if you are Foreign Student and Scholar Services willing to make allowances for surface errors 492-8057 in the written work of second language writers, Office of International Education make sure your students and your graders know (OW the limits exactly. 492-7741 International Teaching Assistants usage on composition, and long-term studies of Graduate Teacher Program the effectsof American graduate education on 4924902 international students. Anne is also internationally recognized in the field of natural dyes made fro m plants and other natural materials. She has Anne Bliss published several books on natural dyes, Biography including North American Dve Plants, and Anne Bliss is an instructor for the written numerous articles about natural dyes, University Writing Program; she serves as the handspinning, and handwoven and Program's ESL Coordinator and as the handcrafted textiles. Learning Disabilities Liaison. She holds a During the summer of 1995, Dr. Bliss spent bachelor's degree in English language and a month doing collaborative research and literature, and a master's degree in linguistics teaching English with the English faculty of with a specialization in Teaching English to Novosibirsk State Technical University, Speakers of Other Languages (TESOL). Her Novosibirsk, Siberia, Russian Federation. Ph.D. studies were in bilingual and bicultural She also served on a Ford Foundation team in education, and her dissertation was the first Hanoi, Vietnam, teaching English to published study of the effects of intensive pre- researchers at the Center for Family and graduate training on international students. Women Studies and to members of the Her current research interests include English Vietnam delegation to the Fourth United as a Second Language, comparative and Nations Conference on Women. contrastive rhetoric, the effects of computer Enriching Science through Diversity

Margaret Asirvatham international cooperation to attack global Director, General Chemisty problems. University of Colorado at Boulder In the science classroom, the instructor is challenged to use a variety of teaching styles to and her family: accommodate the needs of students with Simon Low-Nam Nisha Low-Nam different learning styles. In physics and Shalini Low-Nam chemistry, mathematical models are used quite extensively and many abstract concepts are Unify through diversify is the only true and discussed. The instructor must strive to present enduring unity. the information at a level that most students UN Secretary-General Boutros Boutrous-Ghali feel comfortable, and be prepared to review basic concepts. It is a misconception that Asian Diversity abounds in the living world, and students have excellent math abilities, and in The Diversity of Life, Edward 0.Wilson that female students cannot grasp (1992) presents a thrilling account of the mathematical concepts as quickly as their male evolution of diverse species and how humans peers. An educator strives to bring out the best are destroying that diversity. The AIDS virus in each student while passing the torch of has affected people all over the world, knowledge to the next generation. regardless of race, color, or ethnicity. Scientists International teaching assistants can play from many different countries continue to search a very important role in heightening the for new drugs and strive to find a cure for the awareness of diversity in the classroom. They disease. The hope for AIDS patients provided must be trained to create an educational by Dr. David Ho, using antiviral "cocktails" environment that is enhanced by the creativity including protease inhibitors, follows the and richness resulting from increased diversity. pioneering work of scientists like Robert Gallo The laboratory situation provides excellent and Luc Montagnier. Science classrooms abound opportunities for students to cooperate and to in opportunities to empower teachers and bring out the best in each other as they work students from diverse backgrounds to explore towards shared, common goals. Students should the problems that affect mankind. be encouraged to share ideas, to respect other Science-related issues provide a platform points of view, and to work as a team to find to unite students regardless of their ethnic the best solution to the assigned problem. differences. Dwindling supplies of fossil fuels Laboratory work is a very essential part of and the need for new energy sources, food any science course, and instructors face a great supplies to feed the ever-burgeoning masses of challenge in accommodating the needs of humanity, and the disposal of radioactive and disabled students in the laboratory. In our hazardous wastes-these are some topics that chemist9 lat : atory, we were very successful can be discussed to excite young people to seek in working wi ;wheelchair-bound student, ways to understand the prAAen3s and to work but most of the ,, it should go to the young together to find solutions. Sheila Tobias (1990) man who worked very well with his peers and in "They're Not Dumb, They're Different: was a positive influence on them. However, it Stalking the Second Tier" cites the experience has been difficult to accommodate the needs of of Stephanie Lipscomb: ". . . I was certainly not blind students in the chemistry laboratory. given the belief that I could give something Many efforts are currently underway at the back to science and that it could give something national level to use computers to provide back to me." Scientific issues can be discussed laboratory experience for students with special and debated in small classes, while group needs. Stephen Hawking, a renowned British assignments encouraging diversity in the group physicist, is a paraplegic who has continued to can be worked into large classes. Discussion of amaze the scientific community with his these issues are beneficial to both the instructor stellar contributions in physics. and the students, and emphasize the need for interdisciplinary action as well as Teaching tips 10. Offer review sessions, especially welcoming those students who are shy or Remind students that science is a human intimidated to approach you in a large endeavor and requires contributions from PUP. many different people to solve problems that could affect all of us. Incorporate scientific issues that affect society at the References local, national, and global level. Make a special effort to emphasize the Wilson, Edward 0. The Diversity of Life. contributions of a diverse group of scientists. Belknap Press of Harvard University Treat all students with respect, show that Press, 1992. you really care about their learning, and strive to provide an atmosphere where all Tobias, Sheila. "They're Not Dumb, They're students feel comfortable to ask questions. Different: Stalking the Second Tier." When calling on students in class, try to Research Corporation, Tucson, Arizona, include as many different students as 1990. possible. Be sensitive to cultural differences. Use a variety of teaching styles and instructional technology to address the Margaret Asirvatham different learning styles in the diverse Biography classroom. Margaret Asi~athamteaches in the Encourage study groups which bring Department of Chemistry and Biochemistry. together students from diverse backgrounds, She is the director of General Chemistry. In to foster mutual respect and cooperation. 1996, she was awarded Boulder Faculty As part of TA training, encourage teaching Assembly Teaching Excellence award. assistants to embrace diversity and facilitate interactions in the laboratory Professor Asirvatham's main teaching that are beneficial to the learning process. interests are the training of graduate teaching Address the special needs of women, assistants and the application of multimedia minority and disabled students by instructional technology to the teaching of providing information on resources such as genera1 chemistry. the Minority Arts and Sciences Program or Disabled Student Services. Encourage students with special needs to see you during office hours, and offer to visit dormitories to facilitate informal interactions with your students. Diversity, Individual Differences, and Students with Disabilities: Optimizing the Learning Environment

Christine Yoshinaga-I tan0 loss, as well as those with central auditory Department of Speech, Language, and dysfunction, to hear the instructor's voice Hearing Sciences without extraneous classroom noise, which may be exacerbated by the reverberation With the advent of the Americans with characteristics of the room, its acoustic Disabilities Act, CU will have increasing treatment, and its amplification system. The numbers of students with disabilities instructor wears a radio-frequency microphone matriculating in undergraduate and graduate and transmitter; the student wears a radio- programs. What can faculty do to accommodate frequency receiver. Occasionally the instructor these students and optimize the learning may have to wear more than one environment for them? microphone--the classroom system microphone The disabilities most often found among CU and the microphone for the individual students are as follows but not in any particular auditory amplification devices. While the order: (1) educationally signficant hearing loss, Office of Disabled Students makes available (2) educationally significant visual several different technologies, all of them impairments, (3) language/learning require that the speaker wear a microphone disabilities, (4) physical disabilities affecting transmitting on a specific radio frequency. either fine or gross motor systems, such as Therefore, in class discussions in large cerebral palsy, (5) speech disorders such as classrooms, the disabled student will be unable stuttering, or need for augmentative devices, (6) to hear the questions or comments of other neurological damage caused by traumatic head students unless the professor repeats the injuries from automobile or sports injuries, or by information or allows time for the other strokes, or (7)emotional/behavioral disorders speakers to use the microphone. such as severe depression, anxieties, or paranoias. Sign-language Interpreters The Americans with Disabilities Act Visual transmission of information takes (1990) guarantees all students access to longer than auditory transmission, so information, as well as physical access to occasionally, if the professor speaks rapidly or educational institutions. Students with is using numerous technical terms that must be disabilities may need accommodations in order fingerspelled, a sign-language interpreter may to receive both oral and written information have to request that the lecturer repeat a piece that is communicated by instructors, fellow of information or slightly slow the pace. students, textbooks, films, etc. Adaptations to Questions and remarks should be directed to the examination procedures may be required, such student, not the interpreter, although the as additional time. Students should be interpreter will voice the student's responses informed through the syllabus, at the beginning and the student's own questions for the of each class, that it is their responsibility to tnstmctor. Additionally, the instructor should tell the instructor about any modifications or attempt to ensure that other students refrain adaptations that will be required, so that the from interruptions or talking simultaneously, instructor has ample time to accommodate the since this situation presents significant students' needs. The following accommodations obstacles both for the interpreter and for the are the right of people with disabilities. They hearing-impaired student. should not be provided in a spirit of pity or Interpreters are also available for student- patronage. faculty meetings outside class. They may be used to interpret examinations to assure that Amplification Devices for Individuals with the same language (American Sign Language) Hearing Loss that was used in interpreting the lecture is also FM (frequency modulated) auditory devices used in the examination. In fact, since allow individuals with sensori-neural hearing American Sign Language is a different language from English, students who use American Sign Language may have many of the same problems as those who use English as a second language. Foreign students with English as a Second Language (ESL) who are experiencing problems with written language in English should refer to the Academic Skills Program or take advantage of the coursework offered through the University Writing Program.

Enlarged Visual Displays Students with visual impairments often require enlarged overheads and handouts. Use of the Internet and Web pages to give students notes and outlines not only ensures information access for both visually and hearing impaired students, but also enhances the learning environment for all students.

Internet "Classroom" Discussions Students with speech disorders are often reluctant to participate in classroom discussions. Virtual classroom discussion provides access for all students irrespective of shyness or disability.

Internet Access to the Instructor Often questions posed by one student are questions that other students have had. Internet communication with instructors allows students to get immediate clarification or discussion of specific content within the course lectures or reading material.

Captioned Videos Captioned videos, originally intended for individuals with significant hearing loss, can also serve students with central auditory dysfunction/learning disabilities, as well as students who use English as a second language. All newer televisions can show these videos; older televisions on campus can be enabled to decode closed-captioning by adding a closed- captioning decoder (available through Academic Media Services). Remember that when films and videos are shown the room is darkened as for the use of overheads and slides, thereby causing significant difficulties for students who must rely upon sign language interpreters. Therefore, if videos are not closed- captioned, the student may request that a special viewing time be arranged with an interpreter. Consistent Organization and Structure Christine Yoshinaga-Itan0 Sudden changes in requirements Biography communicated solely through oral classroom Christine Yashinaga-Itano studies the announcements may open the door to development of language and cognition in deaf miscommunication with a number of students and hard-of-hearing children and has twenty- who have disabilities. Again, using Web pages seven years of experience teaching individuals or the Internet to communicate class information with disabilities. She is the Principal can avoid such problems. Class lecture notes can Investigator of three federal grants from the also be provided on the Web to give better National Institutes of Health, Maternal, and information access to students who must struggle Child Health and the Office of Education. to hear, process auditory information, or write Additionally, one of the grants is an down notes from a lecture. Access to these notes investigation of bilingual Spanish and English ultimately benefits all students enrolled in the language development in young infants and course. toddlers. Avoiding Stereotypes/Stigma/Discomfort Students with disabilities, like those from ethnic minority groups, are often perceived, by teachers and other students, as having inferior intellectual abilities or knowledge. They may also be perceived as all alike. Students with disabilities are a diverse group. Each student can speak for himself or herself but not for all individuals with the same disability. Students with disabilities have the same desire for contact with the professor as all other students. Often people fear those who are different and avoid communication because of discomfort with interpreters or fear of saying the wrong thing. It is often helpful for teachers to explore their own feelings about people who exhibit different physical and communication characteristics. Do you assume that individuals who have speech disorders are not as competent as those who do not? Do you assume that students with learning disabilities are intellectually inferior to other students? Do you assume that students with mental health issues are less capable?

Avoiding Discrimination Understanding the rights of students with disabilities is not only the right thing to do but also the legal thing to do. While this information is ultimately intended to protect the rights of students with disabilities, it should also protect professors and the university from violation of the law. Teaching Diverse Students: -A View from Asian American Studies

Lane Ryo Hirabayashi are explored in (and not excluded from) the Dqmrtmenf of Ethnic Studies cumculum. The disciplinary narratives would thus be more complete, and an increased By 1992, the population of the U.S. was understanding between the different groups comprised of 25% Native American, African, may also come with increased knowledge. Chicano/Latino, or Asian American descent, A university education can and should part or whole. For the twelve year period provide real opportunities for students to learn between 1980 and 1992, this represented a 40% about the multiplex character and dynamics of increase, as compared to a less than 13% the U.S. in an imaginative and constructive increase in the overall population. This trend fashion. It is precisely in responding to is likely to continue as we move into the diversity, then, that our courses can make a twenty-first century. In spite of this, the significant and long-term contribution to presence and contributions of members of these students who will have to learn to live, work, groups are often elided. and participate effectively in an increasingly The professoriate has a fundamental choice heterogeneous society. in responding to contemporary challenges of My comments are the product of fifteen years diversity. We can assume that an implicit task of classroom work. Although I focus on the of a university-level education is to ease specific field of Asian American studies, the students into the mold of the dominant (e.g., same approach can be applied to address an male- and heterosexually-oriented) society. even wider range of "differences," including This is often the case with many traditional those that involve class, gender, and sexuality. institutions. Nevertheless, while carrying out the missions of general education and the major, You might ask: Why is diversity an we can engage diversity to enrich our course inherent dimension of teaching Asian American content and teaching methods. studies? First, students of Asian or part-Asian descent often come from one of eight major Given the history of immigration, and the nationality groups here in the U.S., and multicultural physiognomy that is now a self- occasionally one of the fifteen or so smaller evident characteristic of America, effective populations now spread across America. teaching methodologies must address diversity Second, although generationally speaking, for at least two reasons. First, a firm students are often Ist, "1.5," or 2nd, among knowledge of the contributions of all people Chinese and Japanese Americans, some may be who have helped build this nation must inform 3rd, 4th, or even 5th. Third, the combinations university cu~iculum.A wider, more of students' linguistic, religious, and cultural encompassing vision will inevitably promote a orientations are frequently quite complex, since more realistic American narrative that does not they reflect multiple permutations of Asian, effectively exclude its many participants. American, and Asian American roots and Second, attention to diversity enriches the commitments. cumculum for all parties involved in contemporary university life. Students shaped In this context, the challenges of teaching by the ideologies of the dominant society can Asian American studies courses include: develop a deeper understanding and 1. how to teach effectively and engagingly; appreciation of the U.S. if they have the opportunity to consider all aspects of America 2. how to assess and respond to the educational as "others" have experienced them, both needs of all students, especially given the historically and currently. Students from fact that their command of basic academic minority communities that have been subject to skills may be quite varied; racialization can better relate to course 3. how to represent, effectively, the wide material if their own histories and experiences range of experiences of students in terms of curriculum (especially because many faculty short list of carefully selected citations for may be familiar with one of the Asian further reading. American groups, in particular, but have Leo M. Lambert, et al., eds. 1996. University very limited knowledge about the others); Teaching: A Guide for Graduate Students and, (Syracuse, N.Y .: Syracuse University Press). how to empower students intellectually and This is a book that faculty can cite or assign personally, especially in a society that to g~aduatesbdents who expect to become, often misunderstands and thus misrepresents or who are already working as, teaching people of Asian or part Asian descent. assistants. Its up-to-date contents make it a useful resource for beginning professors as Many different experiences helped me come well. I grips with these issues. As I was finishing my Ph.D. in 1980 at U.C.Berkeley, for For those who seek insight into how students example, 1 was fortunate to serve as a teaching of Asian descent-especially the new Asian assistant for a number of outstanding teachers. immigrants-perceive and feel about their Over the years, I have also received excellent educational experiences, two sensitive and tips, suggestions, and curriculum ideas from insightful studies offer useful introductions. colleagues, both in my department and those I Both also detail how and why a "student- have met at workshops and conferences. When centered approach," which revolves around possible, I've also attended classes given by group sharing and cooperative group activities, "master teachers" on the various campuses at provides an effective basis on which to build a which I've worked. Additionally, I have supportive cumculum. found that reading about teaching has been a Wendy Walker-Moffat. 1995. The Other tremendous inspiration, especially since the Side of the Asian American Success Story literature on pedagogy has proliferated during (San Francisco: Jossey Bass). Although the 1980s and 1990s. Along with garnering all many appear to believe that students of these resources, I have struggled on my own to Asian descent have few pressing educational develop and improve my courses, always being problems, Walker-Moffat draws from a case mindful of the elements of diversity. These study of Hmong-Americans to argue struggles are at the core of my development as a otherwise. teacher. Danling Fu. 1995. My Trouble is My English: I found the following bibliographic items Asian Students and the American Dream especially useful in my quest to improve my (Portsmouth, NH: Boynton/Cook, teaching, as well as to understand how my Heinemann). This is an insightful students best learn. I trust that the resources I qualitative account, focusing on the introduce below will be of genuine use to my educational trajectories of four children from colleagues-that is, any .! e who teaches college a refugee family that arrived in the United courses as part of their ~,+ssionalduties-and States after fleeing Laos in the 1980s. Dr. Fu enable them to carry out Liitional research details the chailenges they face, and that will ultimately sharpen their work in the provides concrete suggestions for how classroom. educators might construct a more salubrious To begin with, 1 have frequently consulted learning environment for such students. basic resources that deal with the The issue of how one can effectively fundamentals of teaching. Two of my favorites represent diverse populations and communities are: in humanities and social sciences courses is a Barbara G. Davis. 1993. Tools for Teaching highly complex topic. I have often had the (San Francisco: Jossey Bass). A well- most interesting and effective input from my thought out overview, Davis's book is an students. The entry cited below by Kenneth A. especially useful guide to a host of practical Bruffee has proven to be a key resource which and technical issues related to teaching has helped me to understand how and why effectively. Each chapter is followed by a student-oriented discussions, panels, and papers can be used as an integral part of my courses. Although written with the composition manifest and latent freight of educational instructor in mind, Bruffee's book addresses the videos. importance of students themselves as an often For classrooms in which there are students of overlooked but invaluable resource. This holds diverse backgrounds, the following true particularly in classrooms with diverse bibliographic items are in order. Current participants. In addition, I have found video educational research on the learning needs of documentaries to be of great utility in students of Asian, and other non-European, representing the historical and contemporary ancestries is a key resource that is growing experiences of Asians in America, although I apace. continue to believe that instructors should take an active pedagogical approach by teaching Don T. Nakanishi, and Tina Y. Nishida, the elements of critical visual thinking as the eds. 1995. The Asian American Educational basis for presenting and discussing audio-visual Experience: A Sourcebook for Teachers and programs. Students (New York: Routledge). This is an excellent anthology that presents some of Kenneth A. Bruffee. 1993. Collaborative the best available research about the Learning: Higher Education, educational achievements and needs of Interdependence, and the Authority of students of Asian descent in America's Knowledge (Baltimore, MD: Johns Hopkins classrooms. University Press). Bruffee's thoughtful critique of the linkage between authority, James A. Banks, and Cherry A. Banks, eds. foundationalism, and knowledge, gives new 1995. Handbook of Research on meaning and relevance to collaborative Multicultural Education (New York: learning techniques in university-level Macmillan). The entries in this courses. encyclopedic volume are wide-ranging and include substantive, ethnic-specific, and Lane Ryo Hirabayashi, and Malcolm research-oriented, overviews. The Collier. 1995. "Embracing Diversity: bibliographies following each article Teaching An Introductory Asian American indicate the growth and sophistication of Studies Course," in Reviewing Asian the literature at many levels. America: Locating Diversity, Wendy L. Ng, ed. (Pullman, WA: Washington State A challenge that I now face, and that I am University Press). Hirabayashi and Collier actively trylng to deal with, is how I can most discuss, in detail, how they have utilized a effectively teach about the experiences of other non-foundational, collaborative, learning people of color to students of Asian descent. methodology (Kenneth A. Bruffee's), to This is all the more difficult since they, like respond to issues of diversity and students from mainstream backgrounds, may representation in their introductory Asian also have to deconstruct stereotypes a+ biases American studies courses. Here we also about other minority groups before the. Ire emphasize the vital importance of able to develop more accurate perceptio . assignments that aid students of Asian Fortunately, there are a wide number of texts descent in developing their written and oral available that explore philosophical and communications skills, positively, and in a pedagogical dimensions of developing a supportive group context. multiculturai curriculum. I cite two contributions from the recent literature because Elizabeth Ellsworth, and Mariarnne of their utility in this regard. Whatley, eds. 1990. The Ideology of Images in Educational Media.: Hidden Curriculum Marilyn Lutzker. 1995. Multiculturalism in in the Classroom (New York: Teachers the College Curriculum: A Handbook of College). This is one of the few collections Strategies and Resources for Faculty that examines pedagogical dimensions of (Westport, CT: Greenwood Press). This is a teaching with video and film. The authors' stimulating text that offers a host of discussion of "hidden curriculum" is practical suggestions and curriculum especially intriguing, since it challenges resources. Of special interest, in my view, professors to consider more carefully the are the chapters which propose the integration of student projects into the Anker Publishing). This short monograph curriculum, which can then be used to is a must for all teachers who plan to generate student reactions and interactions. utilize innovative cumculum methods. The Lutzker includes a discussion suggesting how basic idea Seldin proposes is that professors can best "trouble-shoot" classroom professors should put together a teaching discussions that start getting out of hand. portfolio that includes items such as philosophy of curriculum design, drafts of Ellen G. Friedman, et al., eds. 1996. syllabi, copies of handouts, assignments, Creating An Inclusive College Curriculum: A examinations, as well as samples of student Teaching Sourcebook from the New Jersey exams, papers, and letters. Such a portfolio Project (New York: Teachers College Press). is much more indicative of teaching skills This book is quite complementary to the and achievements than the responses on Lutzker volume, and gives an even wider set "Faculty/Course Questionnaires." of examples that illustrate how the study of ethnicity, race, gender, and sexuality can be All of these books (except for Seldin, 1991) made integral to the general goals of a are in the Norlin Library. I hope that you will university education. find them as useful and inspiring as I have. Finally, a realistic concern is always how students are going to react to innovation in the classroom. Sometimes, the changes and Lane Ryo Hirabayashi demands that are incurred in addressing the Biography kinds of issues I have highlighted here can confuse or even threaten students. What Lane R. Hirabayashi is professor in the strategies and resources are available that Department of Ethnic Studies. He has been at might help to lessen the risks of innovative the University of Colorado, Boulder, for seven teaching methods? Here, I list two, among years. In 1996 he was invited to hold UCLA's many, thought-provoking contributions. "Endowed Chair in Japanese and Asian American Studies" for two quarters. Lane's Patricia Meyer Spacks, ed. 1996. Advocacy latest publications include an anthology, in the Classroom: Problems and Teaching Asian America: Diversity & the Possibilities (New York: St. Martin's Problem of Community (Rowman & Littlefield, Press). This is a wide-ranging collection, 1998), and a forthcoming book, Fieldwork in an whose authors explore the pros and cons of American Concentration Camp: Tamie advocacy as a tool to encourage engagement Tsuchiyama at Poston, Arizona (University of and critical thinking. Risks are frankly Arizona Press, 1999). He would also like to discussed, and strategies for dealing with thank Marilyn C. Alquizola for her comments risk are put forth. Those who are in favor on an earlier draft of this essay. of direct advocacy as a pedagogical technique aspire to encourage the formation He can be reached at: of new perspectives on the use of authority, Department of Ethnic Studies as well as a "new ethics" which campus bx339 encompasses both rights and University of Colorado at Boulder responsibilities. Boulder, CO 80309-0339 Peter Seldin. 1991. Teaching Portfolio: A (303) 492-0419 Practical Guide to Improved Performance [email protected] and Promotion Tenure Decisions (New York: