1. Difficult Discussions in the Classroom

2. 1. Know the composition of the classroom
How does Ramapo compare to the rest of NJ in terms of racial/ethnic composition?
What are students’ previous experiences with people from different racial/ethnic backgrounds?

3. Some people come to this college believing that Ramapo is a diverse place. The data suggest otherwise.
Who thinks Ramapo is diverse?
Why do they think Ramapo is diverse? Segregation; biases in terms of seeing self as the norm (Ethnocentrism); cultural norms that prejudice is bad and an emphasis on colorblindness, yet strong stereotypical societal messages… result is unable and unwilling to admit bias. (This usually occurs for people who are consciously trying to not be biased and are surprised that the bias still tends to appear – not aware of how they could still be biased even when they’re trying not to)
[write this on the board]
Want to find out about other areas of the US? }

4. Segregation in New Jersey
12th most segregated state (Black-White)
6th most segregated state (Latino-White)
36th most segregated state (Asian-White)
New York metro area (Northern NJ, Long Island, NY-NJ-PA)
3rd most segregated out of 100 metro areas in US (Black-White)
2nd most segregated out of 100 metro areas in US (Latino-White)
16th most segregated out of 100 metro area in US (Asian-White)
New York metro area includes: New York-Northern New Jersey-Long Island, NY-NJ-PA
Source:
More info on how segregation occurs:

5. 2. Create ground rules and social norms
Create ground rules at the beginning of the semester
Use College mission and values
Establish and maintain social norms

6. Institutional Commitment to Diversity: 2014-2018 Strategic Plan
Goal 4: Cultivate and support diversity and inclusiveness:
Diversity encourages the examination of perspectives and values, enriches the learning experience, and prepares people to be more effective members of their community. The College thus seeks to create an inclusive and supportive environment characterized by high rates of retention and continuation of a diverse student population; providing curricula and programming that encompass diversity in all its forms; and attracting, developing and retaining faculty and staff who reflect and are committed to diversity and inclusiveness.
Objective 4.1 The College will create a safe and supportive environment for all, with particular consideration toward members of underrepresented and marginalized groups.
Objective 4.2 The College will retain and continue a diverse student population.
Objective 4.3 The College will develop and promote curricular, co-curricular, and extra- curricular programs that demonstrate the value of diversity, self-awareness, examination of multiple perspectives, and respect for others.
Objective 4.4 The College will recruit and retain employees who reflect and are committed to diversity and inclusiveness.

7. 3. Respond to offensive/ emotionally difficult comments
In the moment strategies:
Have a “teachable moment” mindset
Pause: “Let me think about that for a moment”
Acknowledge comment and reactions from class: “I notice some tension. Let’s pause and on that and see what’s going on.”
Facilitate discussion:
Ask questions to student
Prioritize process over content
Encourage reflection and bring in course content
Assign a critical incident questionnaire
A simple evaluation tool to determine the climate and what students are learning
Can be employed during a difficult moment or at the end of class
Ignoring is not an option – lose learning opportunity and can invalidate experiences; these moments are useful; resolve not to take the easy way out.

8. Responding to offensive comments (cont.)
Long-term strategies
Use statements in syllabus
“We are not shying away from these comments. Expect them.”
Assign readings that expose difficult discussions
Faculty pedagogy readings
Psychological resistance
Ryan, K. (1985). Resistance to change. Beyond Sex Roles, 2e.
Practice difficult dialogues
Assign a short, provocative article
Some engage
Others observe and then coach students through the interaction
One of the central paradoxes in teaching can be summed up like this: The classroom must be safe,
but it must also be risky. It is not always easy to create that balance between student comfort and
safety and the necessary spirit of challenge that leads to the most productive discussions. Students
who are uncomfortable with conflict or with having their point of view challenged may sit silent—
or worse, feel offended—without the tools to open their experience for discussion. But it’s also true
that avoiding controversial ideas (in the often well-meaning spirit of “we don’t go there”) inhibits
student expression and creates an atmosphere unsuited for debate. Where is the magic line between
the two, and how can the balance be sustained?
In syllabus or first day:
“Respecting the comfort level of each student is important
to me. And promoting active debate, especially on controversial subjects, is important for the best
learning experience in the class. My job is to manage time so the material is covered, to promote
discussion, and to remind everyone of the class rules that all of you have established. Your job is
to participate, and to actively communicate with the class and with me. If you feel uncomfortable
for any reason, please let the class know, or let me know privately; that is also OK.” 3

9. 4. Employ activities for difficult discussions and offensive comments1
Five Minute Rule
A way of taking an invisible or marginalized perspective and entertaining it respectfully fora short period of time.
The Encircled Circle
This technique can be used as a follow-up to discussions of culture, heritage, and diversity. It deliberately poses a vaguely worded question and allows observers in an outer circle to witness a focused discussion among volunteers in an inner circle.
Shared writing
A reflective writing technique that encourages personal reflection, provides opportunities for all voices to be heard, and leads to deeper, more thoughtful conversations. 1.

10. Resources
Start Talking: A Handbook for Engaging in Difficult Dialogues in Higher Education

11. Critical Incident Questionnaire
At what moment in class today were you most engaged as a learner?
At what moment in class today were you most distanced as a learner?
What was an action from anyone in the room that you found most affirming or helpful?
What was an action from anyone in the room that you found most puzzling or confusing?
What surprised you the most?