Sensitive Topics in the Classroom

One of Berkeley's hallmarks is the diversity of our student body, which is something to be envied, and the diversity of views of our faculty. Both of these contribute immensely to the rich educational experience of Berkeley. Of course the university is the best and most logical place for discussions on sensitive topics to occur. But for them to be productive, the instructor must come prepared. Conflict is an inherent, and good, part of a university environment, but not when it impedes learning and inquiry. Of course, instructors cannot hope to foresee all possible areas of conflict, but they can come prepared with strategies for generating good discussions. In an effort to minimize the conflicts and thereby enhance our students' learning, we have gathered a number of articles and teaching materials together on one page. In addition to the resources below, we also suggest that you refer to Teaching in Difficult Times. That page is more focused on crises that affect our classrooms, but it contains a number of suggestions that apply in general for dealing with sensitive topics in the classroom on a daily basis.

Strongly recommended:

"Dealing with Charged Topics in the Classroom," audio [podcast] from a fall 2005 Berkeley Topics on Teaching event. Professors Mark Brilliant, History, Kristin Luker, Sociology, and Rich Muller, Physics discuss their approach to teaching and dealing with what can be difficult topics.

Statement of Teaching Philosophy, Professor David Kirp, Public Policy, in which he recounts a tense moment in a class.

In addition to the resources below, many offices on campus are equipped to help faculty deal with such issues: The Office of Educational Development, The GSI Teaching and Resource Center, and the American Cultures Center.

General Tips

1. Create a classroom environment that from the first day sets ground rules for discussion and makes it clear that all students are included in the work of the class.

  1. An excellent article that addresses this issue is "Creating Inclusive College Classrooms" by Shari Saunders and Diana Kardia of the Center for Research on Learning and Teaching at the University of Michigan.

  2. Interviews with Berkeley students reveal that some, especially underrepresented minority students, feel left out of group work in their classes. Making Classroom Groups Inclusive provides some background as well as tips on how to make all your students feel connected to groups in your class.

2. Recognize the diversity of opinions and backgrounds of your students. The Faculty Teaching Excellence Program at the University of Colorado at Boulder has developed an excellent resource, the Teaching and Learning Series on Diversity that consists of a series of monographs on a variety of topics:

3. Be prepared. Even if you do not think that you will be dealing with sensitive topics, you should have in the back of your mind techniques for Managing Hot Moments in the Classroom.

Other resources for handling hot moments:

GSI Teaching and Resource Center
Creating Ground Rules for Discussion Sections
Very helpful suggestions on various ways to create and manage group discussions

Arizona State University
Intergroup Relations Center
Faculty Resources/Classroom Management Tools
Including ground rules for dialogue, conflict de-escalation strategies, addressing disruptive behavior, and generating constructive dialogue

Flinders University, Adelaide, Australia
Teaching for Learning
Teaching Controversial Issues
Including good advice on Ground Rules, Classroom incivilities, Moderating over-attachment to ideas and overreaction to criticism, and Moderating negative thinking and strong emotions

University of Minnesota
Center for Teaching and Learning Services
Online Workshops and Tutorials
Scenes from a Classroom: Managing Conflict
A series of short videos that outline what to do and what not to do

Scene 1; Why did you take points off?
Scene 2: I'll never get it!
Scene 3: Could you talk to the professor for us?
Scene 4: It's a Zoo in here!
Scene 6: I had to go to a funeral
Scene 7: Sorry, but I can't always understand you
Scene 8: Do the problem for us
Scene 9: I had a sick child!
Scene 10: You never told us that!

The acting is not great, but the advice is good.

4. Know both your rights and your responsibilities as a classroom instructor, by reading the relevant sections of the Faculty Code of Conduct from The University of California Academic Personnel Manual. You should also see the pertinent section of the UC Berkeley Code of Student Conduct.

5. Foster Civility in the Classroom

We suggest the following excellent articles:

Guidelines for Discussion of Racial Conflict and the Language of Hate, Bias, and Discrimination

Reducing Incivility in the University/College Classroom (Patrick J. Morrissette)

Missed Expectations: Incivility in the Classroom

The Age of Incivility (Virginia Gonzalez and Estela Lopez)

Classroom Management

6. If your course involves "sensitive" topics, you might want to add a statement to your syllabus discussing this matter.

Here are two sample statements from faculty at other universities:

A Word or Two on Tough Topics & Succeeding in this Class

Please be forewarned that you may find some of the reading in this class difficult or perhaps even offensive. Discussing one's moral views is always a difficult thing to do, perhaps because it requires people be tolerant of those who hold different (and to you, even abhorrent) views.

So, if you find yourself getting worked up about some issue try to channel your anger or frustration into making a good argument to defend your views. Anger and frustration may be virtues in battle and the boxing ring, but giving vent to them won't fly in a philosophy class. In short, shouting at others and calling them names—or even resorting to fisticuffs—are out while reasoned, intelligent dialogue is in. (You should also try to be polite as possible to the instructor inside and outside class, for one day I might be the one you'll ask for a reference letter for employment or a recommendation letter to graduate school!)

I encourage you to come up with newspaper articles of interest and where appropriate I also encourage you to share them with the class. As the instructor, I reserve the right to determine, as an official part of the course, that certain material is unsuitable for an academic setting. So, please consult me before you e-mail everyone in the class with material if a reasonable person would find it offensive. (Of course, I would be willing to discuss the moral and legal basis of this right, so feel free to raise that issue, too).

As for succeeding, it is really true that what you get out of this class and all of college depends on what you put into it. For starters, you should really practice talking to your professors, preparing for quizzes and papers and trying out class concepts and topics on your friends and family. The more you practice, the better you'll likely become!

Jack Green Musselman
St. Edward's University
Center for Ethics and Leadership

A note on the contents of this class:

In order to pass this class, you must complete all of the readings & assignments and view all of the films. The works (books, films, music, paintings, sculptures, etcŠ) we are considering in this class reflect contemporary life; therefore, some of the materials contain graphic-and sometimes disturbing-depictions of human bodily functions, violence, and sexuality. Because critical consideration and discussion of these works is required in order to pass this course, anyone who does not wish to encounter such materials should take a different class.

Michael Reder
Director, Center for Teaching and Learning
Connecticut College