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Jacki Fitzpatrick, Texas Tech University The topics and contexts of the presentations, as well as the backgrounds of the participants in the diversity track, were all very varied. This track contained both applied as well as theoretical research, research which touched upon key issues of diversity and inequality, presented by faculty in political science and other disciplines such as family science. Issues such as gay/lesbian marriage, racial inequalities, low-income families, and teaching ethnic and cross-cultural diversity in the university setting were addressed by track participants. Issues such as these tend to generate strong reactions, particularly among students who have not had these life experiences. In panel symposia, open discussions and paper presentations, we discussed teaching techniques to maximize dialogue and minimize stigmatization. In contrast, students who have such life experiences tend to think that they are well-informed about the topics, yet they may lack theoretical/empirical knowledge on the topics (Rosenthal et al. 2007). In these cases, students might expect course credit for their life experience. In addition, students may feel justified in disputing or ignoring course material (readings and lectures) if they have not had the experiences noted in the material. The track discussions were very helpful in identifying ways to acknowledge students’ histories without altering course expectations for student learning. From the presentations that were delivered, participants were enlightened to several key factors. First, diversity needs to be tied closer to the concept of inequality. The discipline of political science can no longer afford to teach these subjects as if they are two separate areas. The concept of diversity is often tied to overcoming incidences of inequality. Second, we need to establish some firm goals as to why we teach diversity. It has to be more than just for the sake of diversity. Diversity is a good concept and incorporating it into the discourse of our discipline is essential, particularly as these terms apply to developing a citizenry that respects democratic principles. Yet, we have to have a sense of direction and purpose for incorporating diversity and inequality into our dialogues. It is important to expect some sort of progress from these dialogues. Third, and essentially, we need to develop educational delivery systems that overcome student-erected barriers that make it more difficult to deal with diversity and inequality. Several of the panel’s presenters offered ways to broach these subject areas through theoretical and applied methods. A common theme that emerged across these papers was the challenge of helping our students (and educational institutions) face the filters and sometimes the invisibility of their own cultural experiences and gain empathy for others’ cultural diversity (Chilton and Woods 2007; Claes 2007; Krejci and Lester 2007; Rasmussen 2007; Summer 2007). Some authors discussed specific assignments that allow students to engage in perspective-taking or role play activities to build empathy over time (Fitzpatrick 2007; Krejci and Lester 2007; Rasmussen, 2007). Others discussed the use of self-disclosure to reveal cultural patterns and open dialogues with students (Jungkunz 2007). Some colleagues discussed civic engagement as a means to address the balance between inclusiveness in the majority culture and respect of cultural traditions among minority groups (Disney 2007; Giordano 2007). All of the approaches had a long-term focus on social change (e.g., the promotion of diversity and the reduction of inequality), a focus shared by the various disciplines participating with this track. Significant discussion on common themes among the various topics of diversity (race, gender, sexual orientation, etc.) and strategies for greater institutional support for marginalized groups developed out of a panel discussion on Gay, Lesbian, Bisexual and Transgender issues (Rosenthal, et al. 2007). Participants explored commonalities among various minority groups and ways to explore these in the classroom to create significant learning experiences. As in years past, concerns were raised over the lack of rewards for faculty willing to take on the challenges of teaching courses and producing scholarship on issues surrounding diversity. Finally, participants came to realize incorporation of a discourse into the classroom related to diversity and inequality cannot be done to promote one political agenda over another. If we are truly going to have a discourse on diversity and inequality, then all voices need to be heard. Only through a dialogue can we reach any semblance of understanding. Diversity literally means “variety,” and this includes varieties of opinions and viewpoints that often meet around issues of ethnicity, socioeconomic status, and gender issues to name just a few. Likewise, inequality can be rooted in deep misunderstandings and a lack of empathy. Overcoming this must be a primary goal of the discourse. Hopefully, we can elicit positive response from our students through improved teaching methods. This track offered hope for a sound theoretical understanding of the issues as well as classroom application. It was a productive and engaging track in which many participants left with activities to implement and ideas for further research. In addition, it was noted that future discussions need to focus on integrating issues of diversity into courses where students do not self-select because of an interest in the topic (such as general education) and strategies for dealing with resistance to the dialogue. The question came up as to whether or not the diversity and inequality track should remain a separate track or whether it should become integrated into the other various tracks. On one hand it is encouraging and motivating to participate in discussions with like-minded supporters and believers. On the other hand, the goal of bringing issues of inequality and diversity more into the mainstream will be slower in advancing if we continue only preaching to the choir. Works Cited The following papers were referred to in this article and can be found on the TLC section of the APSA website. Chilton, Bradley S. and James A. Woods, Teaching Diversity From the Human Rights Perspective: Revisiting the Alchemy of Race and Rights. Claes, Ellen, Socializing New Citizens. Differential effects of Citizenship Education for Ethnic Minority Students. Fitzpatrick, Jacki, Teaching about Marginalized Groups: An Individual Media Analysis Project. Giordano, Eric R., Southeast Asian-American Political Participation. Jungkunz, Vincent, Storytelling, White Privilege, and Silence in the Classroom. Krejci, Dan and William Lester, Incorporating Ethnic and Cross-Cultural Diversity in the Political Science Curriculum. Rasmussen, Amy Cabrera, Out-of-class Activities in the Racial and Ethnic Politics Course: Bridging, Building, and Broadening. Rosenthal, Donald B. organizer of panel, Teaching, Learning and Experiencing Gay and Lesbian Lives in Political Science Summers, Mary, Learning Poverty, Politics, and Policy: An Institution-Based Approach to Service-Learning. |
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