The challenge of teaching for diversity in the college classroom when the professor is the ‘other’

Garner, Pamela W.

doi:10.1080/13562510701794175

Cited by 9 publications

(8 citation statements)

References 3 publications

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“…Growth within students involves creating space for exploration, rather than direct and observable change in biases (Garner, 2008). Tempering expectations of student growth and cultivating awareness around personal areas of bias or strong affective responses can allow educators to engage in self-regulation and move toward accepting student's feelings, regardless of where they fall on the spectrum of discussion (Matsumoto, 2009).…”

Section: Educators Cultivate a Classroom Inmentioning

confidence: 99%

“…Given cultural humility values and promotes deep and vulnerable disclosures and dialogue, turmoil around cultural diversity is likely and educators can conceptualize this conflict as a normative group process and model rupture and repair for students (Garner, 2008; Yalom, 2005). Group cohesion within the classroom can be cultivated by engaging students in the repair processes of modeling communication, cognitive empathy, and assistance examining affective, cognitive, and behavioral reactions that facilitate openness and dialogue (Garner, 2008; Yalom, 2005). As classroom climate is bidirectional such that students and instructors participate to create safety classroom agreements or explicit discussions of confidentiality can be utilized to shape the classroom culture (Morgan Consoli & Marin, 2016; Yalom, 2005).…”

Section: Application Of Cultural Humility To Education In Psychologymentioning

confidence: 99%

“…Tempering expectations of student growth and cultivating awareness around personal areas of bias or strong affective responses can allow educators to engage in self-regulation and move toward accepting student’s feelings, regardless of where they fall on the spectrum of discussion (Matsumoto, 2009). Demonstrating acceptance of opinions discrepant from those of the instructor and student perceptions of fairness serve as markers of safety for students and lead to greater willingness to consider and integrate novel or uncomfortable content (Garner, 2008; Holland, 2006; Morgan Consoli & Marin, 2016).…”

Section: Application Of Cultural Humility To Education In Psychologymentioning

confidence: 99%

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Cultural humility and the teaching of psychology.

Abbott

Pelc

Mercier

2019

Scholarship of Teaching and Learning in Psychology

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Cultural humility is an important component of psychotherapy and training in applied psychology in recent years (Davis et al., 2018). To date, cultural humility has not been applied to education in psychology. Guided by broad multicultural, multicultural orientation, and cultural humility literature, we provide support and recommendations for developing and utilizing cultural humility in psychology education. Specifically, we provide the following recommendations for facilitation of cultural humility by educators and researchers in psychology: (a) participating in self-reflection and evaluation of personal power, privilege, and marginalization; (b) engagement in lifelong cultural learning; (c) allowing students to determine which identities are salient; (d) cultivating a classroom in which cultural humility can occur and encouraging a developmental approach to understanding culture; (e) developing assignments and course content in the interest of fostering cultural humility among students; (f) providing mentorship that honors students' cultural identities; and (g) demonstrating awareness of limitations of traditional research methods.

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Section: Educators Cultivate a Classroom Inmentioning

confidence: 99%

Section: Application Of Cultural Humility To Education In Psychologymentioning

confidence: 99%

Section: Application Of Cultural Humility To Education In Psychologymentioning

confidence: 99%

See 1 more Smart Citation

Cultural humility and the teaching of psychology.

Abbott

Pelc

Mercier

2019

Scholarship of Teaching and Learning in Psychology

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“…Allison 2008;Smith et al 2004; Thompson and Louque 2005;Turner and Myers 2000;TuSmith and Reddy 2002;Umbach 2006). These problems can be, as Garner (2008) describes, exacerbated when the course content emphasizes issues of difference, and a few faculty of color have examined their grappling with student resistance using a pedagogical lens. Hassouneh (2006) specifically speaks to the idea of voice Á having, losing, and reclaiming hers as a Palestinian-American Muslim woman teaching mostly white students.…”

Section: Introductionmentioning

confidence: 98%

Speaking of whiteness: compromise as a purposeful pedagogical strategy toward white students' learning about race

Puchner

Roseboro

2011

Teaching in Higher Education

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This article discusses pedagogical issues that arise in higher education when instructors of color teach classes with predominantly white students. We use student interview data collected during one graduate social foundations of education course to argue that in order to be effective, pedagogical decisions in a foundations course centered on race necessitate certain compromises in terms of power. To open up spaces of dialogic possibility for the discussion and understanding of white privilege, the authors suggest that instructors engage in a pedagogy of purposeful compromise. Such a pedagogy accepts that most white students will not, in the space of one course, recognize their own agency in the perpetuation of privilege and racism, but they might recognize white privilege as a larger structural process that inhibits the opportunities of people of color.

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“…If teachers fail to understand and appreciate the cultural background of their students, tendencies of misjudgment are high leading to "academic failure or inappropriate grade or special education placement" (Ghong et al, 2007. p. 63). Garner (2008) cautions teachers against using ethnocentric tendencies to suppress the experiences and abilities of minority students since this can unintentionally result into discrimination. Stevens (2014) reported that sometimes African immigrant students are placed in grades where they do not belong, and the academic counselors sometimes fail to offer them the right guidance.…”

Section: Challenges In Classroomsmentioning

confidence: 99%

American experience : an interpretative phenomenological analysis of how African international students make meaning of their experiences in the US Universities

Ssebuwufu¹

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A lot of importance is attached to the presence of international students in the US universities.However, little effort has been made in producing specific studies about groups of international students with low student populations. As the number of international students in the US is on the rise, the number of students from Africa continues to be low as are the studies about them.African international students (AIS) are in most cases represented by studies made about other populations with an assumption that such populations can represent the AIS as well. This study was based on the realization that there is need for specific studies about AIS, where they are the subjects in such studies and not objects. It was aimed at understanding the actual experiences of AIS and how they make meaning of their experiences in US universities. The study was guided by Kymlicka's liberal multicultural theory and Critical race theory. An IPA was used and engaged six AIS who were purposively sampled. The guiding question of the study was; how do AIS make meaning of their experiences in US colleges and universities and how do they think (or feel) their experiences can be improved? The study found that AIS are never openly coerced to adopt the US culture, but they feel that society expects them to discard their cultures and beliefs in preference for US cultures. Professors were credited for playing an empowering role to the AIS. However, the study also found that there are some professors who do not seem to appreciate the uniqueness of the AIS. It was found that many people in the US rely on misinformation when dealing with people from Africa. Finding a suitable approach to teaching AIS is still a challenge. Overall, the AIS were appreciative of the education they receive in the US because of its emphasis on real life application. However, they were skeptical as to whether that education is suitable for the life situation in some of the African countries.

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The challenge of teaching for diversity in the college classroom when the professor is the ‘other’

Cited by 9 publications

References 3 publications

Cultural humility and the teaching of psychology.

Cultural humility and the teaching of psychology.

Speaking of whiteness: compromise as a purposeful pedagogical strategy toward white students' learning about race

American experience : an interpretative phenomenological analysis of how African international students make meaning of their experiences in the US Universities

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