This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by CHAN, C. S. Articles by TREACY, M. J. Search for Related Content Social Bookmarking                         What's this?

Resistance in Multicultural Courses

Student, Faculty, and Classroom Dynamics

University of Massachusetts Boston

MARY JANE TREACY

Simmons College

This article explores the objectives and classroom dynamics of multicultural courses, describes various forms of student resistance to these courses, and suggests methods of teaching that can prevent and alleviate student resistance. Teachers should anticipate resistance from students in courses on multiculturalism and can view such challenges to the material or to the teacher as opportunities to make the issues relevant to the students' own experiences. Teaching preparation and techniques, including use of the syllabus as a guiding structure for the course, use of a case studies approach, short feedback evaluations, setting of ground rules for discussion, establishing a climate of trust and open inquiry, and using anecdotal texts to illustrate historical information are discussed as ways to engage students and work productively with resistance.

American Behavioral Scientist, Vol. 40, No. 2, 212-221 (1996)
DOI: 10.1177/0002764296040002012


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				R. J. Hill Incorporating Queers: Blowback, Backlash, and Other Forms of Resistance to Workplace Diversity Initiatives That Support Sexual Minorities Advances in Developing Human Resources, February 1, 2009; 11(1): 37 - 53. [Abstract] [PDF]

				D. R. Avery and D. S. Steingard Achieving Political Trans-Correctness: Integrating Sensitivity and Authenticity in Diversity Management Education Journal of Management Education, June 1, 2008; 32(3): 269 - 293. [Abstract] [PDF]

				M. B. Littlefield and K. C. Roberson Computer Technology for the Feminist Classroom Affilia, May 1, 2005; 20(2): 186 - 202. [Abstract] [PDF]

				E. W. Chizhik and A. W. Chizhik Are you Privileged or Oppressed?: Students' Conceptions of Themselves and Others Urban Education, March 1, 2005; 40(2): 116 - 143. [Abstract] [PDF]

				C. A. Hyde and K. H. Deal Does Gender Matter? Male and Female Participation in Social Work Classrooms Affilia, May 1, 2003; 18(2): 192 - 209. [Abstract] [PDF]

				E. W. Chizhik and A. W. Chizhik A Path to Social Change: Examining Students'Responsibility, Opportunity, and Emotion Toward Social Justice Education and Urban Society, May 1, 2002; 34(3): 283 - 297. [Abstract] [PDF]

				E. L. McFalls and D. Cobb-Roberts Reducing Resistance to Diversity through Cognitive Dissonance Instruction: Implications for Teacher Education Journal of Teacher Education, March 1, 2001; 52(2): 164 - 172. [Abstract] [PDF]