The Sociological Role of Empathy in the Classroom

Abstract

Teaching during a global pandemic has prompted many discussions about how faculty can best support students and create classrooms where deep learning and engagement occur. In this conversation, we argue there is a role for empathy in college classrooms. We present data from interviews with faculty at a small, Midwestern, teaching-focused university during the fall of 2020. We map these perspectives onto the empathy paths framework and suggest that the therapeutic and instrumental paths are most useful for understanding empathy in the classroom. We also discuss why it is important for faculty to think about empathy and the role sociology can play in these conversations. Finally, we present a series of empathetic practices individual faculty can incorporate into their pedagogy and structural supports that departments and universities can provide to help faculty engage in empathetic practices in the classroom.

The Pandemic Classroom and Supportive Relationships: Antidote to Neoliberalism in Higher Education? 2023 Hans O. Mauksch Address for Distinguished Contributions to Undergraduate Teaching

“…Furthermore, they stress that classrooms and relationships must be built with a caring mindset and document a care-informed pedagogy even at a prominent Research I institution (Hess et al 2022). Bartholomay (2022:64) encourages a commitment to compassion in working with pandemic-stressed students, and Wynn et al (2023) highlight the sociological role of empathy in the classroom. Chin and Kozimor's (2023) recent volume, Emerging Stronger, presents chapters focused on concepts such as grace and empathy and hope.…”

“…2022). Bartholomay (2022:64) encourages a commitment to compassion in working with pandemic-stressed students, and Wynn et al. (2023) highlight the sociological role of empathy in the classroom.…”

The Impact of Social Relationships on College Student Learning during the Pandemic: Implications for Sociologists

“…Similarly, Coleman (2022) highlights a series of best practices that sociology faculty can employ to assist students in coping with stresses exacerbated by the pandemic. Wynn and colleagues (2023) highlight the sociological role of empathy in the classroom.…”

Empathy rules, maps and paths: A qualitative exploration of the factors that facilitate or inhibit empathy and prosocial responding among youth

“…However, research indicates that rates of empathic and prosocial responding among young people may be declining (Hylton, 2018; Konrath et al, 2011), and substantial differences in youth's empathy and prosocial behaviour have been observed across situational and cultural contexts (Chopik et al, 2016; Silke et al, 2018). Although the importance of understanding how and why these individual differences in empathic and prosocial responding occur, and the implications this knowledge has for applied research and intervention, is well recognized in the literature (Carlo et al, 2017; Harper et al, 2016; Wynn et al, 2023), much of this research is quantitative in nature. Consequently, qualitative explorations that provide insight into adolescents’ own perceptions of the barriers and facilitators of youth empathy and prosocial behaviour are notably sparse.…”

“…Using flight attendants as an example, Hochschild (1983) illustrated how companies can require the expression of a particular type of instrumental empathy among staff as part of their customer service obligations. Wynn et al (2023) demonstrate that therapeutic and instrumental empathy paths are evident in how faculty engage with students in college classrooms.…”