Grant recipients:
Christina Parker, Social Development Studies, Renison University College
(Project timeline: May 2018-April 2019)
Description
Drawing on qualitative and quantitative methods, this project examines how postsecondary students engage in classroom discussions about controversial topics, related to social, political, and cultural issues, and how instructors’ pedagogies facilitate healthy and inclusive engagement during the discussion of contentious and sensitive social issues. Studying such educational programming in relation to various groups of interdisciplinary postsecondary students will bring voice to students’ experiences with how conflict and diversity are taken up in various contexts. The research involves understanding how students’ experiences with discussions about controversial issues, and instructors’ choices in how they facilitate them.
Research Questions
This project investigated the following objectives: (1) Conducted an in-depth assessment of how diverse postsecondary undergraduate social science students experience controversial discussions, and responses to diversity and conflict; (2) Examined how students’ engagement with social and conflictual issues prepare students with the skills and relational tools for respectful and civil communication; and (3) Assessed how instructors’ various approaches and perspectives on using discussion-based pedagogies might facilitate inclusion or exclusion of diverse students.
Findings/Insights
The literature on classroom discussion in postsecondary contexts points to the benefits for student learning and increased involvement in their postsecondary experience. Still, most research on classroom discussion largely ignores students’ diversities and draws on multiple interpretations of what classroom discussion looks like in practice. Through a literature review and questionnaires with undergraduate students this study sought to understand how university courses focused on social issues and social justice, broaden students' perspectives about social and political issues and on how students’ identities may have impacted their participation and engagement in the classroom. A survey was distributed to all students enrolled in an undergraduate program (n=632) that focuses on social issues at a university located in a southern Ontario, Canada. The survey was distributed immediately after students completed their semester. It focused on participants’ choices in classroom discussions, sense of preparation and confidence, and apparent understandings of what it meant to address ‘conflict’ in the classroom, in relation to their perceptions of political and social diversity. A total of 166 students completed the survey (96.5% of those that attempted and responded to all the questions). Of these students, 36.1% were in first year, 21.7% were in their second year, 20.5% were in their third year, 13.9% were in their fourth year and 7.8% were in their fifth year or above. All of the students were enrolled in an undergraduate program; the majority of students were pursuing careers in social work and associated human services work, within fields such as, education, psychology, sociology, or general arts degrees.
Most of the students indicated that they do participate in classroom discussions, but the degree of their participation varied: 24.7% reported that they respond a lot, 65.6% reported that they do a little, and 9.7% indicated that they do not participate at all in classroom discussions.
Students were also asked about their level of enjoyment when engaging in classroom discussions and more than 90% of students either enjoy classroom discussions a little (57.1%) or a lot (33.1%).
Most students who enjoyed their active participation in the classroom shared sentiments, such as, “I enjoy sharing my own experiences to contribute to a discussion.” Those that indicated their lack of enjoyment and participation reflected on their apprehensiveness to respond based on what their peers will think of them, which led many to feel anxious during classroom discussions:
"I usually do not share stories and participate in class because public speaking and sharing things when I'm not sure if it is correct or do not know how people will react give me huge anxiety. I am super chatty outside of the classroom but inside when everyone is sharing so much it intimidates me and makes me nervous so I just listen instead".
"I do not want to feel stupid".
Students responded to their level of engagement when given the opportunity to share personal experiences connected to their cultural, social and class background: 7.8% reported being not engaged at all, 49.4% reported being slightly engaged, 33.1% reported feeling neutral about sharing in class discussions, and 9.7% were completely engaged when given the opportunity to share personal experiences. Students’ personal identities clearly influenced their degree and engagement in the classroom. The experiences varied for marginalized and White students; religious or ethnic minorities felt that their identity impacted their participation in terms of their actual participation and how their perspective and experience was understood. Some White students indicated their preference to listen, particularly when the content involved racially charged issues.
Students were asked what types of resources or supports would enable them to participate actively in classroom discussions about political or social issues, such as small group discussion, interactive activities, knowing the instructor’s position, writing responses ahead of time, having perspective affirmed by instructor or knowing that a peer agrees with them. The majority of students reported that small group discussions would be beneficial. Additionally, they identified group activities, knowing that a peer agrees with them, and writing responses ahead of time as beneficial to their participation.
Students largely preferred classroom discussion and felt at least somewhat confident participating in discussion. Students valued class discussions because it allowed them to take a more active role in the course content and encouraged them to understand their peers’ perspectives. Still, the underlying tension that many students carried connected to their core identities. Clearly, preparing students to communicate across difference needs to involve developing capacities for awareness of cultural diversities, such as ethnicity, race, religion, and gender.
As shown above, while students’ identities not only influenced their overall participation in classroom discussions, their identities also impacted how they understood the importance of discussing contentious issues. Even though most students appeared to agree that contentious political and social issues should be discussed in university classrooms, students’ perspectives and willingness to share was further complicated by their own political spectrum.