How Race Matters:The Impact Of Student Race On Contributions To Course DiscussionsRichard N. Pitt, Vanderbilt UniversityJosh R. Packard, Midwestern State University

“The use of race, in and of itself, to choose students simply achieves a student body that looks different. Such a criterion is no more rational on its own terms than would be choices based upon the physical size or blood type of applicants.”

Hopwood v. University of Texas (1996)

BACKGROUND

Learning is maximized when students encounter people with backgrounds and experiences

different from their own. (Sleeter and Grant 1994)

“Students of different racial groups often have differing

opinions and viewpoints about a wide range of pressing

contemporary issues [such as] the death penalty, consumer protection, health care, drug testing, taxation, free speech,

criminal rights, and the prevalence of discrimination.”

(Chang et al 2005:432)

BACKGROUND

Casual FriendshipsCasual Friendships

Guiffrida 2003

Pike 2002 Antonio 2001

Diverse Student BodyDiverse Student Body

Broader Collection Of Thoughts, Ideas, and Opinions

Broader Collection Of Thoughts, Ideas, and Opinions

Exposure To Wider Range Of Perspectives

Exposure To Wider Range Of Perspectives

INTELLECTUAL ADVANCEMENT AND

COGNITIVE COMPLEXITY

INTELLECTUAL ADVANCEMENT AND

COGNITIVE COMPLEXITY

Classes?

Race & ClassRace & Gender Or Sexual Orientation

Race & A Primary InstitutionRace & A Secondary Institution

QUESTION

Links To News-Story Or BlogExtensions From Course ReadingsMedia Depiction Of Race/Racism

Discussions In Other Courses

Personal Experiences With RacismSecond-Hand Experiences With

RacismAnger Or Other Emotion About RaceConfusion About Their Race/Culture

Non-White Public FiguresEthnic Celebrations

Minority Institutions (e.g., HBCUs)Races Other Than Black Or White

White Ethnics (e.g., Italians)

DO WE NEED NON-WHITE STUDENTS IN OUR CLASSES IN ORDER TO GAIN A “BROADER COLLECTION OF THOUGHTS,

IDEAS, & OPINIONS”?

Is There A Significant Difference Between

White Student & Non-White Student Contributions To

Course “Discussions”

Data: 439 Blog ContributionsIncidents coded by co-authors

and graduate student. Intercoder reliability >90%.

“Everyone doesn’t talk in class but everyone’s contribution to the class discussions is still necessary.  In order to make sure that everyone has a voice (and uses it), I am requiring every student to write comments about the course conversations or lectures.  Every student is required to initiate 10 threads on the course web-blog. A thread can be a link to an interesting and relevant webpage (with an explanation), a link to a relevant report or article (with a summary), your comments on the class discussion or lecture, or questions that you might have for me or other students in the class.” 

Instructions For Student BloggersInstructions For Student Bloggers

SAMPLE

ClassGender

Sexual OrientationA Primary Institution

A Secondary Institution

Intersection Of Race With:

WHITE STUDENTS more likely to contribute

FINDINGS

“It seems to me that there is a completely different atmosphere or culture a teen can experience by either going to a predom-inately white or black high school. I really don’t know for sure because I did not go to either type. My high school was extremely diverse, so my experience was very different.”

FINDINGS

Mentions Of:

WHITE STUDENTS more likely to contribute

“I was thinking about why we celebrate Thanksgiving the other day, and I’m not sure what to think. The first Thanksgiving was harmonious with local Native Americans, but in later Thanksgiving, settlers probably gave thanks for victories over Native Americans. They helped them survive that first one. WTF?”

“I am a Jewish female who grew up in Jewish family, belonged to a synagogue and had many Jewish friends. However, it wasn’t until I came to Vanderbilt that I really feel as though I was in touch with my Jewish heritage. For the first time in my life, I actually want to go to Temple on Fridays and take part in other Hillel- related activities.”

WHITE STUDENTS more likely to contribute

A Specific Non-White Public FigureAn Ethnic Celebration

Minority Institutions (e.g., HBCUs)Races Other Than Black Or White

White Ethnics (e.g., Italians)

Personal Experience With RacismSecond-hand Experience With

RacismAnger Or Other Emotion About RaceConfusion About Their Race/Culture

Expression/Account Of:

FINDINGS

“I have noticed that an alarming number of times when either friends from home or other white students around campus learn that my roommate is black, they always ask “Does he play sport?” I don’t even know how to react to this because it seems so backwards and racist. Why is there such a stereotype that if my roommate is black he must be an athlete?”

“This whole complexion thing has infuriated me pretty much since I could understand that it exists. First of all, I have my own psychological issues about being light that I need solved apparently. For example, when I look at my skin as compared to a beautiful dark-skinned black person, all I see is a representation of years of rape and suffering during slavery. Result? My in between color.”

WHITE STUDENTS more likely to contribute

“When people who haven’t met me see my name on a piece of paper they often assume I am White. Jessica does not seem too ethnic of a name and I do see the surprise in people’s faces when they finally meet me and see that I am a Black girl. There are countless times in which peers have said “You’re Black? I thought you were White all this time.’

NON-WHITE STUDENTS more likely to contribute

NON-WHITE STUDENTS more likely to contribute

Links To News-Story Or BlogExtensions From Course ReadingsMedia Depiction Of Race/Racism

Discussions In Other Courses

Additional Materials

WHITE STUDENTS more likely to contribute

FINDINGS

NON-WHITE STUDENTS more likely to contribute

“In the reading for tomorrow, the author claims that race and ethnic definitions used to be used as ways to exclude individuals from equal membership in society but have more recently become a way to include groups and make sure certain groups are not discriminated against. I’m not sure if I agree with this. Isn’t defining groups to exclude and include them two sides of the same coin?”

“Highlights for the next episode of Real World shows one of the white roommates on the phone saying that he wants to leave the house ‘because some nigger wants to kill me.’ I was wondering if this is what white people really want to say when they get mad at a black person.”

SIGNIFICANTLY HIGHERIntersection W/ Secondary InstitutionsMention Of Asians, Natives, Hispanics

Mention Of White EthnicsSecond-Hand Racism Experiences

Extensions Of Course Readings

FINDINGS SUMMARY

White Student Contributions

Non-White Student Contributions

SIGNIFICANTLY HIGHERFirst-Hand Racism Experiences

Anger Or Other Emotional ExpressionMedia Depictions Of Race/Racism

INSIGNIFICANT (BUT “HIGHER”)Intersection of Race and Class

Intersection W/ Primary InstitutionsMention Of Ethnic Celebrations

Mention of Minority Institutions & ClubsLinks To News-Stories & Blogs

INSIGNIFICANT (BUT “HIGHER”)Mention Of Non-White Public FiguresSpecific Mention Of Their Own Race

Discussions In Other Courses

INSIGNIFICANT (BUT “EQUAL”)Intersection W/ Gender Or Sexual Orientation

Confusion About Own Race Or Culture

INSIGNIFICANT (BUT “EQUAL”)Intersection W/ Gender Or Sexual Orientation

Confusion About Own Race Or Culture

QUESTIONS & DISCUSSION

Ultimately, are the KINDS of contributions (personal, emotional, media-influenced) non-White students bring to discussions of race important to understanding race in a scholarly context?

Are unique contributions (by race) only possible in race courses or race-based conversations?

If these contributions ARE possible in other courses, is the impact of diversity lessened in those courses where student interaction is minimal (e.g., large classes, non-lab sciences)?