The sudden shift to online learning because of COVID-19 created a series of challenges for educators. Faculty took a “triage” approach to reformatting their courses quickly. And while this was a necessary approach for many reasons, you couldn’t help but wonder what students would be missing. As a Communication Studies professor, dialogue is an essential tool I use in the classroom. Effective dialogue can lead to a greater acceptance of diverse thought and individuals, as well as less divisiveness and intolerance. So, when the pandemic forced us to switch to online learning, the biggest question I had was: How do we maintain effective classroom dialogue in online learning spaces? This reflective essay seeks to answer this question in real-time, as I simultaneously prepare to teach at least another year of online courses. I explore the importance of dialogue in the classroom, how dialogue can be a conduit of inclusivity, why we should strive for inclusivity in our classrooms, and finally, how we translate these lessons to the online classroom. My hope is that this piece will help further this conversation and act as a resource for maintaining effective dialogue in every type of classroom.

Mary Campbell and the TAMU Anti-Racism for generously sharing the vignettes that were used in the difficult dialogues. They are grateful to Aggie Agora, the expert facilitators, the difficult dialogue session participants for their support and inputs in shaping this dialogue series. They also sincerely thank Madeline Culver, Josh Harms, and Karen Banks for their assistance.

Media and popular culture often serve as sites for the creation and perpetuation of negative ethnic stereotypes. Social cognitive theory, priming, and script theory explain that repeated omission, misrepresentation, and trivialization of minorities in the media have important implications for identity formation and intergroup relations. Biased media portrayals influence how marginalized groups understand and negotiate their identities, perceived self‐worth, and belongingness in society. They also impact dominant group members' social judgments, racial beliefs, prejudices, and policy opinions. Media literacy education can help audiences recognize and critique ethnic stereotypes in the media. Furthermore, it can challenge and counter harmful stereotypes by promoting alternative counterstereotypes, participatory media, and positive storytelling.

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Previous research has identified the important role high school educators play in the postsecondary advancement of racially marginalized students. However, research has yet to examine how educators construct messages to facilitate these students’ transition from high school to college. Therefore, this study explores how teachers make sense of factors impacting postsecondary advancement and, as a result, how they construct messages about higher education for diverse students. In-depth interviews with educators from three school districts in central Texas revealed several perceived factors, including the equalizing effect of SES across racial lines and a color-blind mentality toward student advancement. Educators constructed a variety of messages about higher education, including both generalized and individualized messages about the more pragmatic aspects of college (e.g., the application process, study habits, and daily life), and motivational messages meant to encourage college decision-making. Based on these findings, I make suggestions for future research about higher education messaging for racially marginalized students.