Resource Library Page

Managing Difficult Moments in the Classroom

Responding to Difficult Moments

The resources listed below are designed to help faculty understand the broader, historical context of difficult moments in the classroom. These resources are designed to help you prepare to effectively navigate difficult moments in the classroom and become more comfortable facilitating student dialogue during and after those difficult moments.

Guidelines for Discussing Incidents of Hate, Bias, and Discrimination

Making the Most of Hot Moments in the Classroom

Responding to Microaggressions in the Classroom: Some Options

  • University of Michigan Center for Research on Learning and Teaching
  • Chapter excerpt from Sue, D.W. (2010). Microaggressions in everyday life: Race, gender and sexual orientation. Hoboken, New Jersey: Wiley.
  • Book available from KU Library

Additional Resources for Understanding the Broader Context of Difficult Moments

Pedagogical Approaches to Student Racial Conflict in the Classroom

Abstract: Through interviews with faculty members, this study uncovers 4 themes in how they respond to racial conflict in their classrooms: 1: Not in my classroom (blindness/denial), 2) “Let’s not make a scene (avoidance and minimization), 3) Taking control: Defuse, distract, and divert, and 4) Reactive usage: Turning overt conflict into a learning opportunity.

The authors highlight the need for faculty self-awareness and skill development, as well as organizational supports and attention to organizational culture and relationships as strategies for helping faculty navigate classroom dialogue around racial conflict.

  • Pasque, Chesler, Charbeneau & Carlson (2013). Journal of Diversity in Higher Education, 2013 Vol 6(1), 1-16.

Quick “cheat sheet”: Tips for Dealing with Hot Moments:

CRLT No. 7 Perceptions of Faculty Behavior by Students of Color

Abstract: This brief details results of focus groups with students of color describing both the problematic and the positive experiences they have with faculty in the classroom and during office hours.

The brief concludes by offering four specific suggestions for building more inclusive classrooms and college environments, advocating for on systems-based approach focused on organizational changes needed to actively and authentically support the academic success of students of color.

Thin Ice “Stereotype Threat” and Black College Students

  • Claude M. Steele, 1999

Racial Microaggressions in Everyday Life Implications for Clinical Practice

Abstract: This article details 3 forms of verbal microaggressions experienced by people of color in everyday interactions: microassaults, microinsults and microinvalidations. Ten themes of microaggressions are also offered, including colorblindness, denial of individual racism, and the myth of meritocracy. Finally, the article explores four dilemmas microaggressions create both for their White perpetrators – and the people of color who receive them.

  • Sue et al 2007. Teachers College, Columbia University. May-June 2007 American Psychologist

Educating Activist Allies: Social Justice Pedagogy with the Suburban and Urban Elite

  • Katy M. Swalwell, available for purchase on Amazon.
     

Tool: Recognizing Microaggressions and the Messages They Send

  • Adapted from Sue, Derald Wing, Microaggressions in Everyday Life: Race, Gender and Sexual Orientation, Wiley & Sons, 2010.

Syllabus Planning

The resources below will help you plan a culturally-inclusive syllabus:

Intercultural Knowledge and Competence Value Rubric

High-Impact Practices:

Abstract: Provides a high-level overview of several high-impact teaching practices for building culturally inclusive classrooms, from collaborative assignments to capstone projects.

Ensuring Quality & Taking High-Impact Practices to Scale by George D. Kuh and Ken O’Donnell, with Case Studies by Sally Reed. (Washington, DC: AAC&U, 2013). For information and more resources and research from LEAP.

How Learning Works

Abstract: This chapter begins with a couple of representative case studies of professors struggling to identify “what they are doing wrong” in how they are handling specific diversity and inclusion issues in their classes. After unpacking these issues, the chapter offers a list of helpful strategies for intentionally creating a welcoming, inclusive climate that facilitates engagement and learning for all students.

  • Susan A. Ambrose, Michael W. Bridges, Michele DiPietro, Marsha C. Lovett, Marie K. Norman.

Kim Case Syllabus Challenge (PDF)

This fantastic resource is in the form of a checklist faculty can use to audit their course syllabus for being clear, welcoming and supportive for all students, especially for students of color and nontraditional students.

Course Activities

The resources below will help you create a learning environment that is inclusive, and specificlly addresses issues of diversity and inclusion:

The Privilege Walk (Activity)

The privilege walk helps students literally "see" their own privilege relative to their classroom peers. It is a powerful activity, but if you are new to addressing issues of diversity, equity and inclusion in your classroom, it is recommended that you speak to someone who is experienced with it before trying it yourself.

Student Assistance

Knowledge and Competence Value Rubric

Teaching Strengths, Attitudes, and Behaviors of Professors That Contribute to the Learning of Africa-American and Latino/a College Students

Abstract: This study, part of a 2-phase project, interviewed professors identified as most helpful by students of color. Interviews with these professors identified the self-identified factors they felt made them effective in creating and inclusive climate for students of color (sampling follows): interpersonal skills, attention to class climate, acknowledging and communicating expectations with students of color, making content relevant for students, treating students with respect.

  • Case, K. F. (2013). Teaching strengths, attitudes, and behaviors of professors that contribute to the learning of African-American and Latino/a college students. Journal on Excellence in College Teaching, 24(2), 129-154.

Creating Wise Classrooms to Empower Diverse Law Students: Lessons in Pedagogy from Transformative Law Professors

Abstract: Using the representative case studies of “Legacy Lawrence” and “First Generation Felicia” this interview-based research details the privileges and struggles facing these two types of students (and the academic institutional hurdles that exacerbate both conditions). Then, based on interviews with law professors, details “10 Habits of Transformative Professors,” practices that acknowledge, account for and support overcoming the hurdles facing first generation students and others lacking pre-existing socialization to the legal profession and law school.

  • Sean Darling-Hammond and Kristen Holmquist, Creating Wise Classrooms to Empower Diverse Law Students: Lessons in Pedagogy from Transformative Law Professors, 25 La Raza L.J. (2015).

Learning from Success: How Original Research on Academic Resilience Informs what College Faculty Can Do to Increase the Retention of Low Socioeconomic Status Students

Abstract: Utilizing resilience theory and original research conducted on fifty academically resilient, low socioeconomic status students of color, this article presents specific objectives and values institutions of higher learning can adopt and emphasize to increase the retention and graduation of their most statistically at-risk students. Major findings and suggestions include: constantly build students’ self-efficacy; help students realistically appraise their own strengths and weaknesses; encourage help seeking tendencies; and provide clear linkages between academic success and future economic security. A detailed look at each, with select research support where appropriate, follows.

How Learning Works

Abstract: This chapter begins with a couple of representative case studies of professors struggling to identify “what they are doing wrong” in how they are handling specific diversity and inclusion issues in their classes. After unpacking these issues, the chapter offers a list of helpful strategies for intentionally creating a welcoming, inclusive climate that facilitates engagement and learning for all students.

  • Susan A. Ambrose, Michael W. Bridges, Michele DiPietro, Marsha C. Lovett, Marie K. Norman.

High-Impact Teaching Practices

Abstract: Provides a high-level overview of several high-impact teaching practices for building culturally inclusive classrooms, from collaborative assignments to capstone projects.

  • Ensuring Quality & Taking High-Impact Practices to Scale by George D. Kuh and Ken O’Donnell, with Case Studies by Sally Reed. (Washington, DC: AAC&U, 2013). For information and more resources and research from LEAP, see www.aacu.org/leap.

Eportfolios: Supporting Reflection and Deep Learning in High-Impact Practices

Abstract: This online article defines e-portfolios and provides examples from several academic disciplines for how e-portfolios “can support deep learning and reflection across various learning contexts...E-portfolios provide a space for students to showcase curricular and co-curricular experiences, to reflect on and integrate this work, and to directly assess their learning (Yancey 2004).”

  • Kathleen Harring and Tian Luo, Association of American Colleges & Universities. Summer 2016

A Teaching Intervention that Increases Underserved College Students’ Success (PDF)

Abstract: This online article features a Transparent Assignment Template that can serve as a model to provide details on what knowledge and skills will be needed, as well as provide clear instructions and assessment criteria for students. Following this template can help boost student’s self-efficacy, their ability to learn from the assignment and their ability to do well.

  • Mary-Ann Winkelmes et al 2016. Association of American Colleges & Universities Peer Review. Winter/Spring 2016

Trans-Inclusive Classroom Tips

Abstract: These two tip sheets highlight statistics about transgender students and offers tips for creating a safe, welcoming classroom experience for transgender students.