Difficult Discussions in the Classroom
*It’s important to establish guidelines at the beginning. For example, lots of students don’t know
the appropriate language to use in a discussion about diversity.



Go ahead and be specific about this; write the words on the board. Just by using the language
appropriately and speaking straight-forwardly and without embarrassment, you’re modeling an
approach that will be new for some students.
It’s helpful to explain the language that is inappropriate, too, especially language that may seem
acceptable to students—like “colored people.” (They are often curious about language that
they know is inappropriate. “Queer” is not a word that is understood as respectful, the way
lesbian/gay/bisexual are, but there is still Queer Nation. You can decide if you want to take that
on or table it.)
Everybody should feel safe, welcome, respected in the classroom. This is the primary goal, and
the students need to express themselves with that understanding in mind. This should include
people who don’t have much understanding of the issues. I always start with the assumption
that the students have not been sufficiently educated—taking the blame off of the students
who are sitting in front of me.
*It’s a good idea to have specific goals beyond just sharing ideas or feelings. Otherwise, you’re in
danger of having a class in which people essentially air their dirty laundry. This does not create the
feeling of inclusion or safety for people of color or LGBT people.


If you do not have specific goals, you’re also MUCH more likely to get out-of-the-blue comments
that you’re not ready to deal with.
Goals you might set for a one-time discussion in a class that doesn’t focus on diversity issues:
1) Creating a more inclusive climate
2) Responding to racism and homophobia on campus
3) Countering stereotypes
*Even if it feels sophomoric, discussing stereotypes helps. Put them up on the board and depersonalize
them. These are stereotypes through which our culture operates; don’t make students responsible for
the stereotypes at this stage.
*If you start the stereotypes conversation, you have to finish it. Ask about each thing—how do we know
these are stereotypes/not real or true for all people?


Students are likely to bring up specific people who don’t fit the stereotype—either stars or
people they know (but don’t name!). This is a good place to start, and you can talk about
specific people you know.
Bring in data that refutes expected stereotypes.
*When students say things that are blatantly racist/homophobic, that stereotype or are inaccurate,
depersonalize them. List them on the board with “things people think” or stereotypes. Discuss these
statements in impersonal terms, but do not let them stand.
*It’s okay to be clear about the limits of your understanding. If a student asks a question and you’re not
sure of the answer, it’s okay to say you don’t know. It’s a lot better to follow up with an answer on
another day, though. They need to take responsibility to learn more about the people around them,
and we can model this.
*You want to arrive at some closure before the end of the discussion. Normally, that would mean
focusing on your goal more explicitly. This is the time to hold students responsible. What can they do
personally to learn more? What can they do personally to create a better climate? What can the
university do? Close with big and small goals.