Teacher Education Program Cohort Attitudes Measure

Engaging in “dangerous discussions”: Fostering cultural competence through the analysis of depictions of college life in popular films.

“…However, conversations about race and ethnicity integrated into the college classroom may not always be fruitful. For example, Agnew, Mertzman, Longwell-Grice, and Saffold (2008) found that students of color-although members of a cohort-felt that being open and honest in discussing issues of race and gender put them at risk. Agnew et al pointed to a specific example of a Hmong student who remained silent as the cohort discussed the Hmong community.…”

“…"Nothing was challenged," asserted Agnew et al, "norms remained the same and continued to support the hierarchy reflected in the cohort and society" (p. 30). Nevertheless, the authors argued that faculty must be willing to discuss issues such as race and gender (Agnew et al, 2008). Yet some faculty may be hesitant to engage in what Alvarez McHatton, Keller, Shircliffe, and Zalaquett (2009) term "dangerous discussions, or discussions pertaining to diversity that may challenge student beliefs" (p. 132).…”

“…Our study contrasted the findings of previous research. In their study, Agnew et al (2008) found that students were more likely to remain silent as faculty attempted to engage their students in race-related conversations. However, our participants of color readily vocalized their recognition of racial stereotypes in the film, their encounters with prejudice on campus, and a willingness to help their peers build cultural competence.…”