Using Minority Viewpoints in the Classroom as Learning Tools

Amy K. Williamson, M.A., L.P.C.
Psychology instructor
Moraine Valley Community College in Palos Hills, Illinois
E-mail: Williamson@morainevalley.edu

How will instructors respond to the call to diversify courses and curriculum content? Several methods are available and if we see the goal of education as simply passing on to students an existing body of knowledge, one that has shape and meaning independent of the individual, then education based solely in the cognitive system is appropriate. Many models of pedagogy, such as Gagne's phases of learning (Gagne & Briggs, 1979) address this cognitive system and the understanding of knowledge. However, Bloom identified another level of knowledge, which exists in the affective or emotional domain and can be used in the classroom. Alexander, Schallert, & Hare (1991) also acknowledge the existence of an affective domain in their work.

Much of the current pedagogy does not make an effort to include both the experiential and the rational system (Epstein, 1994). Epstein's cognitive-experiential self-theory (CEST) model provides a valuable framework and does so in a way that fosters application in the classroom. My belief is that models for teaching need to be driven by a theoretical perspective that includes both the affective and cognitive domains. Both of these areas are necessary for students to develop awareness, knowledge, and skills. Epstein's (1994) CEST model is one such theory.

Epstein argues that the experiential mode is the primary mode of processing. Epstein proposed that information appealing to the rational system will not exert the same level of influence over the responses and behavior of the individual as information that is processed via the experiential system.

The CEST model not only implies that information can be delivered directly to the experiential system, but also suggests that, at times, it is the most appropriate because it is the primary level of human processing and knowing. According to Epstein, the entry point can be an experience that requires the individual to act on the environment or an experience that increases affect. Using personal narratives is an excellent way to target the affective realm because personal narratives give a human face to the concepts in the classroom. A personal experience is being revealed which evokes our connection and emotional response. These processing systems, rational and experiential, co-exist in the student and constantly influence one another. James (1983) points out that students are not inert organisms; they are rapidly changing "streams of consciousness."

According to Epstein, "Narratives are assumed in CEST to appeal to the experiential system because they are emotionally engaging" (p.711). Learning will occur as the experiential system works to assimilate the stimuli into the individual's pre-existing schema. Epstein argued that insight has more compelling influence on behavior than knowledge; therefore, it would be expected that learning which occurs through an experiential approach will have more substantial impact on students.

Slife and Williams (1995) pointed out that "the social constructionist proposes a way of knowing that does not occur within an individual at all. It occurs in the relations among individuals as they converse and negotiate and share their world with one another" (p.163). In other words, we cannot know what is true or real outside our own understanding of it, our own worldview, and our own meanings that are deeply embedded in who we are. The narratives of minority individuals can be used in the classroom to evoke an emotional response in all students. The narratives force students to experience life through the eyes of another. Students are able to have their humanness in common with the person's experience they are reading about or listening to. Minority students will receive affirmation of their experience and non-minority students will see the world through new lenses, and deepen their understanding of themselves in relation to others. Many of our most memorable experiences are those in which we have engaged emotionally because we are processing the experience more deeply. We know that the brain actually processes experiences differently when there is a strong emotional element.

It is important for those of us in academia to create environments that maximize learning and growth. Class experiences can be planned so the narratives presented relate to educational goals and objectives. According to Slife and Williams (1995) in a classroom experience the greatest impact is created when students process their feelings about a topic. This processing does not necessarily have to be in a public forum but can be done through journaling or personal reaction papers.

The college setting reflects society, and as such, represents a unique opportunity for developing harmonious relations among society's many ethnic groups. A study by Mack, Tucher, et al, (1997) provides evidence that different ethnic groups have sharply contrasting views of the interracial campus climate. Caucasian students had a positive view of climate and did not perceive their ethnicity as a barrier or burden. African American students tended to describe the climate as hostile, uneasy or uninviting. Asian and Latino students held views somewhere in between these two groups.

These findings are disturbing to me as an educator and person of Latin heritage and are indicative of the tremendous responsibility we have to improve not only climate but also understanding among students. If students are given the opportunity to reflect on their own experiences, feelings, biases and stereotypes, they begin to learn about themselves, and in the process experience personal growth. The CEST model supports these types of experiences.

Students can be given the opportunity to understand vicariously the cultural experience of others. These experiences may have far-reaching impact on students' cultural biases, and their interpretations of the world. Of course, it is possible to simply tell students about the experiences of others, or describe cultural bias in our society. But the approach I am advocating is not centered in this rational system. Students may well recall this teaching and apply it to situations in the future. However, by helping students "experience" another culture through media, narratives, or books, and allowing them to reflect, learning takes place both on a conscious and an unconscious experiential level. Students can use the experiences to challenge their ethnocentrism and rethink their views.

Our students need to be aware of different worldviews. Ponterotto (1988) observed that the typical Caucasian student entering a university has given little thought to multicultural issues, or his or her role as a white person in an oppressive, racist society. As Pinderhughs (1989) states, "White ethnicity is the exclusive unit of attention, the salience of race can be ignored and White people can maintain their ignorance about the meaning of race, both personally and systemically" (p73).

How can we incorporate these kinds of experiences into our curriculum? Current pedagogy seems to favor the additive approach when it comes to incorporating a multicultural curriculum, when in fact an integrative approach is warranted. Integration means weaving these experiences into the curriculum rather than adding a unit to the course. Popular media may be used to begin discussion of a particular topic relevant to class. I will include a list of resources at the end of this article, which is meant as a starting point for those wishing to try to integrate this approach. The list is quite varied but represents only a small fraction of what is available.

Of course, gaining a better understanding of the "Latino experience" [or any ethnic experience] is not easily quantifiable, nor will it have the same meaning for each student. The goals may be to develop familiarity with and appreciation for the history, customs, and values of African American, Asian, Hispanic or Native American peoples. No matter--the goal is an experience that moves each student to a slightly more sophisticated understanding. We can anticipate that the student will reconstruct their worldview in a way that is more complex. This is consistent with the core concept of assimilation and accommodation as posited by Piaget.

The experience should be set up with maximum potential for personal awareness and knowledge. Of course, it is important for instructors to examine their own attitudes toward diverse groups. Every instructor can be sure that his or her comfort level will be challenged unless each has investigated his or her own biases. All students must be afforded respect within their cultural experience. The instructor, when engaging in these types of activities, should reinforce the dignity and the worth of the individual.

A common narrative approach that may be used is to have students introduce themselves to the rest of the class. Rather than having them do the usual introductions, the instructor may take this opportunity to have students think about how issues of race, gender or ethnicity relate to them. As an instructor, I will model my story for the students. This also gives students some understanding of who I am and through whom this course will be presented. Many possibilities exist for incorporation of narratives. Course material and objectives can be tied to these experiences. There is another truth that can be heard and seen by students which historically has not been heard. It is important to realize that many of our students are unaware and culturally encapsulated. Self-examination may be anxiety provoking; therefore, a respectful and supportive classroom environment is essential.

Another useful exercise, developed by Pedersen and Hernandez (1993) could also be adapted for a classroom. Class members wear labels placed where they cannot see them. These labels can be whatever the instructor wants them to be: disabilities, ethnic groups or regional groups. The students are then instructed to interact with each other as if the labels were true. They are instructed to behave as they would in any other situation where they encounter the individual. Some coaching may be necessary at first. The students are then asked to discuss how they felt they were treated. After they have given some initial comments, they can remove their labels and see if connections can be made between the labels and the way they were treated or spoken to. They then come together to discuss how the labels changed their interactions and what stood out in their experiences.

A more formal assignment could consist of ethnic literature reviews. Students could select literature that reflects values, customs, cultural practices and traditions of one particular ethnic minority group. The student would then summarize what they learned, discuss insights, and elaborate on how these insights could impact interactions with minorities.

Another brief exercise is to assign students to bring in two objects that represent their cultural heritage and be prepared to share them with the rest of the class. The other students can then ask questions about what the individual presented. Some interesting discussions can evolve from this simple exercise.

I have a particularly easy area to incorporate since I teach psychology, but I believe that these resources and exercises could be adapted to fit into a wide range of courses. We are capable of effecting change on a social level. If we do nothing more than reveal a new perspective, we have taken them on a journey into another world. This world is one of depth, which gives them the gift of seeing through the eyes of their fellow students. We are by nature social creatures, and education without an emphasis on our social responsibility is irresponsible.

RESOURCE LIST

Movies and Videos

Novels and Books

Cultural & Race-Related Short Narratives

Journal of Counseling and Development--Special Issue on Racism: Volume #77 Winter 1999

References

Epstein, S. (1994).

Integration of the Cognitive and the Psychodynamic Unconscious. American Psychologist, 49, 709-724.

Gagne, R.M. & Briggs, L.J. (1979).

Principles of Instructional Design (2^nd Ed.). New York: Holt, Rinehart & Winston.

James, W. (1983).

Talks to Teachers on Psychology and to Students on Some of Lifes Ideals. Cambridge, MA: Harvard University Press. (Original work published in 1899).

Mack, D.E., Tucker, T.W., Archuleta, R., DeGroot, G., Hernandez, A.A. & Cha, S.O. (1997).

Interethnic Relations on Campus: Can't We All Get Along? Journal of Multicultural Counseling and Development, 25, 256-280.

Pedersen, P.B. & Hernandez, D. (1993).

A Student Workbook for Counseling Across Cultures. Honolulu, HI: University of Hawaii Press.

Pinderhughs, E. (1989).

Understanding Race, Ethnicity and Power; The key to Efficacy in Clinical Practice. New York, NY: The Free Press.

Ponterotto, J.G. (1988).

Racial Consciousness Development Among White Counselor Trainees. Journal of Multicultural Counseling and Development, 16, 146-156.

Slife, B.D. & Williams, R.N. (1995).

What's Behind the Research? Discovering Hidden Assumptions in the Behavioral Sciences. Thousand Oaks, CA: Sage.

Academic Exchange Extra invites reader responses to any writings in this issue--especially articles advancing the scholarly debate of issues raised.

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