I am super excited to be teaching social psychology this fall. Not only is it my passion, but I’m pretty damn knowledgable in the area. I’m not saying I know it all, but I’m pretty well conversant with most the major theories and ideas — and some less known ones. I am also pretty good at knowing the history of the field, how it developed, and the major movements and how these things affected our current trends.
I am less excited about teaching Ethnicity and Race in the Spring. Actually, to be quite honest, I’m terrified of it. I don’t know this area, hardly at all (outside ethnic enclaves, social capital, Latino/a immigrant literature, racialization) While I know that is something I can learn and prepare in time, I’m also terrified of teaching mostly white, middle class, conservative students that haunt this Midwestern town. Teaching Social Problems (as a TA), I found that racism and sexism where thought to no longer exist. Challenging these assumptions was equated with preaching and trying to push my political beliefs on my students. I am also concerned with debate running out of control in the classroom, like the occurrence summarized by Drek (although I hope I would handle it much better than she did, I’m untried, so who knows?). Also, I honestly have not spent as much time analyzing my own sexist and racist beliefs, unlike this very brave post that made me start thinking of this in the first place. (I’m thinking of having the students read that post with the unpacking the invisible knapsack thing?). How much is being a white woman going to affect how students listen to me, or are willing to challenge me? I’ve read some articles in Teaching Sociology that indicates this is a huge issue.
So, while I am not so worried about being able to handle my fall class, I am terrified of the spring. I imagine it will take me many more hours of prep, a lot more “I’ll look into that and get back to you”, and I have no idea how to approach it (where I have a clear philosophy on how to teach social psych). Also of note, while I have had one class on teaching sociology, have TAed for two classes (four times), this fall will be my first actual class (thank baby Jesus that social psych is first).
Besides the syllabi on the ASA website, do you (oh wonderful readers), have comments, sources, and advice for me? Books that you have used that you like a lot? Assignments that seem to work? Any activities from Teaching Sociology that have worked for you? I’ll love you forever for any help you can give me.
Meanwhile, when I think about it, I almost need to pull out a lunch sack. Not a good way to walk into a classroom, eh?
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First, I would give students a framework for how to discuss issues (try this page – http://www.middleschooldebate.com/resources/curriculumcenter.htm (although it’s for middle school students, you’ll find useful information about teaching people how to argue)). Then, I would make sure that you present readings that provide strong arguments on both (or many) sides of issues. For example, if you have students read The Bell Curve, have them read new research that is a strong challenge to the hypothesis in the book. Give students ideas about the different levels of disagreement that they can have with a hypothesis (the research methods of the author, the examples used, etc – the website I gave you earlier should help with this).
To increase your knowledge about your topic area, I would use Google Reader and subscribe to blogs on the subject. Next, I would use databases and read popular peer reviewed journals. After you’ve done a bit of reading, narrow the topic of your class (it is impossible to study everything related to Ethnicity and Race in one term). Figure out if you want to have a syllabus that is chronological (moving from early authors to later authors) or issue based (choosing a variety of issues and doing subunits). Chances are, it’ll be a combination of both.
Comment by educatorblog June 4, 2008 @ 6:26 amEducatorblog, thank you for the resources. I’m not so concerned about how to increase my own knowledge (I HOPE I can research by now), but the debate is an interesting idea. I did something like that before when I taught social problems. I like the idea of matching readings that present different sides. I’ll have to think more on this.
I emailed you about the link to your blog. Please let me know what the appropriate url is. I would be interested in looking into what your blog has to offer!
Comment by pitse1eh June 4, 2008 @ 11:28 pmNo problem – educatorblog.wordpress.com
Comment by educatorblog June 5, 2008 @ 12:16 amThose classes both sound awesome to me (though admittedly it is a lot easier for the Ethnicity and Race one to sound cool to me since I’m not the one who has to pull it off).
I’m actually from a small midwestern town (rustbelt really) with its share of racial problems. A lot of interesting racial dynamics developed over time, but one interesting point is that a lot of “soft racism” is easily rephrased in my hometown in economic terms. I’ve occasionally heard similar things about some forms of sexism. So I guess it seems to me like in the modern world it’s a lot easier to miss some of the fundamentally racist or sexist ideas being thrown around because they’re being phrased in bland economic terms about “averages” of some group.
I’d be really curious to hear some stories from both classes though. They sound like they’ll be fascinating to teach.
Comment by CJ June 5, 2008 @ 1:31 amWell, CJ, I’m sure if you stick around, I’ll have stories to tell. Hopefully, it won’t be of me hyperventilating and keeling over in front of the class!
Comment by pitse1eh June 5, 2008 @ 4:12 pm[...] http://mybackstage.wordpress.com/2008/06…; [...]
Pingback by dispatches from TJICistan » Blog Archive » it’s so hard to indoctrinate the kids today July 8, 2008 @ 7:51 amTeaching Social Problems (as a TA), I found that racism and sexism where thought to no longer exist. Challenging these assumptions was equated with preaching and trying to push my political beliefs on my students.
Aren’t you basically complaining here that trying to change the political beliefs of other people so that they are the same as your political beliefs was equated with “pushing your political beliefs”.
Seems to me the students were right.
Comment by TJIC July 8, 2008 @ 7:53 amInteresting commentary.
Comment by Patrick July 8, 2008 @ 10:04 amYes it is going to be difficult to explain how white males get the shaft when applying to college and to jobs.
Comment by ParatrooperJJ July 8, 2008 @ 11:25 am@ TJIC:
I see what you are saying, but no. For example, ParatrooperJJ says “Yes it is going to be difficult to explain how white males get the shaft when applying to college and to jobs.” Well, that is affirmative action. Indicating to people that racism does exist is quite different than telling them what should be done about — for example, saying affirmative action fixes the issue. I would not say that.
Rather, I would hope, showing the data and evidence that does show that there still exists race discrimination should challenge the assumption that we are meritocracy and that we have equality for all. What you want to DO about it — that’s political. My job is not to answer that question, but give students the tools to answer it themselves.
@Patrick–thanks for the link. I read through it. More, basically of what was said here — although I do not “clearly sympathize” with the teacher who had all of those issues. Your readers should look at the link from Total Drek, who I think, discusses the issues with that quite well.
Comment by pitse1eh July 8, 2008 @ 1:26 pm“Rather, I would hope, showing the data and evidence that does show that there still exists race discrimination should challenge the assumption that we are meritocracy and that we have equality for all. What you want to DO about it — that’s political. My job is not to answer that question, but give students the tools to answer it themselves.
Not to hijack the comments thread (maybe this would be better answered in a separate blog post), but what’s your thoughts on displaying your political beliefs in class?
I have a tendency to be upfront about them, but also give the pros and cons of every side to the best of my ability. Based on student evals, I seem to do that fine. They know what I think but they don’t feel like I’m pushing that belief on them. (I ask at the end of the semester to be sure).
But some people argue you should keep you own beliefs out of the class. Present the facts and the political attitudes toward how those facts should be dealt with (and the meaning behind them: i.e., is there inequality because of racism or because white people are just plain better/harder working/etc.?), but be agnostic regarding which answer you side with.
I take the more open approach, much like a qualitative researcher would be expected to state their biases so that the reader could situate their findings, so should the professor state their biases so the student could situate their learning.
But I’m not entirely sure yet…
Comment by Anomie July 8, 2008 @ 3:16 pm@Anomie, yeah, let’s make this a post.
Comment by pitse1eh July 8, 2008 @ 6:40 pm[...] a Norm of Commenting pitse1eh on Ethnicity and Race–…Anomie on Ethnicity and Race–…pitse1eh on Ethnicity [...]
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