Introduction
Manda claimed a seat in the second from last row in a classroom of approximately thirty students. Manda is an African American student majoring in Business. She is bright, studious, and focused on her goals to be an entrepreneur. She can also be introverted and prefer attention to be on others. All of Manda’s classmates are White American, most of whom are friendly. She knows two of the students because they live on the same floor of her dorm. The Professor is also White American and Manda is concerned that she might be treated differently because of her race.
Understanding the Role of Expectation In Relating to The Single Student of Color in the Classroom
With the above scenario, several dynamics are set in motion even before the first lecture of the semester. These “dynamics” are caused by and grounded in expectation. According to Drs. Kathryn Croce and Jamie Salter “Classroom expectations are clearly defined explanations of behavioral and classroom performance that help create a consistent and safe learning environment.” (Frontiers in Education, 2022). One of the ways that Professors can approach the topic of equity in the classroom without making a student feel that he/she is in the spotlight is by including a statement of your commitment to equity in the syllabus. Studies show that equity statements work best when embedded in the syllabus and listed as one of several classroom commitments and/or values. Please see the example below. The Innovation and Education Lab at The University of Tennessee at Knoxville identifies 5 guidelines for class interaction to communicate to students early in the semester (many recommend that Professors go over these expectations during the first-class meeting).
- State expectations that are consistent with the University’s expectations for the campus community
- State your own expectations.
- Give examples & learning resources: Provide examples of satisfactory and unsatisfactory assignments.
- Inclusivity & equity statement: For example…I will provide an affirming classroom environment that respects diversity, facilitates participation, and reflects various learning needs for all students.
- Set a student-teacher communication plan to share expectations.
- Create a space for students to develop peer-to-peer classroom expectations. (From The Teaching and Innovation Lab at The University of Tennessee at Knoxville).
Recognize Individuality of Each Student/Do not Stereotype According to Race, Ethnicity or Gender
It is important for the Professor to ‘discern’ the individual needs of the students. Some Students of Color may anticipate and even thrive from open conversations about race while others may feel singled out and thrive better in an environment that affirms his/her right to be treated just like everyone else.
Build Genuine Relationship – Observe, Ask, Listen
According to Dr. Annie Soisson, professors increase effectiveness when they: Take time to build relationship inside and outside of the classroom Think ahead about race-related topics that might come up during a lecture and plan resources for addressing the issue(s) Be intentional about affirming the equality and significance of all people, provide resources for conversational dialogue about sensitive topics.
References
- Frontiers In Education: Beyond the Walls: Establishing Classroom Expectations in a Virtual Classroom
- University of Tennessee, Knoxville: Setting Class Expectations for Your Students