Let’s Talk about Diversity: The Use of Discussion in Alleviating Students' Fears

• In Event: Understanding and Combating Bias, Controversy, and Fear in PS Curriculum & Classroom

Abstract

What are students' fears and comforts around dialogue in the classroom? As the United States’ political and social climate is rife with tribalism and polarization, it is increasingly important to equip students with skills to navigate difficult conversations with those who have diverse views as part of developing an informed citizenry. A growing body of research suggests the value of intergroup dialogue (Schoem and Hurtado 2001) in helping students to build relationships across diverse groups, promote social justice causes (Gurin et al. 1999; Mildred and Zúñiga 2004), and reduce affective polarization (Levendusky and Stecula 2021). Yet, college students across the United States appear reluctant to discuss controversial topics in and out of the classroom (Zhou and Zhou 2022; Zhou and Barbaro 2023). Using a novel survey and focus groups of students in a 'Politics of Diversity' class, we investigate how comfortable students feel navigating tough conversations with those who have differing views, what fears or perceptions surround discussion with those of different views, and if exposure within a class can reduce those fears. Results highlight that the majority of students value open discussions and political tolerance and recognize importance of a sense of belonging within classroom discussions. Optimistically, the findings highlight the ability and desire for students to engage in discussion across difference and emphasize the role educators have in cultivating sense of belonging in the classroom.

Author

• Shannon McQueen, West Chester University of Pennsylvania