Multicultural Content and Class Participation: Do Students Self-Censor?

This article presents data from an exploratory study on class participation and student self-censorship. The impetus for this research is concern that content on multiculturalism and oppression inhibits open debate and dialogue, a form of suppression that conservatives term "political correctne...

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Bibliographic Details
Published in:Journal of social work education 2002-04, Vol.38 (2), p.241-256
Main Authors: Hyde, Cheryl A., Ruth, Betty J.
Format: Article
Language:English
Subjects:
Boston
Boston, Massachusetts
Censorship
Class discussion
Class Size
Classroom Communication
Classroom discussion
Classroom Environment
College Students
Controversial Issues (Course Content)
Cultural identity
Cultural Pluralism
Discussion
Discussion (Teaching Technique)
Discussions
Education
Evaluation
Focus Groups
Graduate Students
Higher Education
Learner Engagement
Learning
Multicultural Education
Multiculturalism
Multiculturalism & pluralism
Opinions
Oppression
Participation
Political activism
Political Attitudes
Political Correctness
Postgraduate students
Racism
School Policy
Self Censorship
Self Control
Selfcontrol
Sexual orientation
Social Work
Social Work Education
Student Participation
Student Reaction
Students
Study and teaching
Teacher Behavior
Teachers
Teaching Methods
Urban Environment
USA
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Description
Summary:This article presents data from an exploratory study on class participation and student self-censorship. The impetus for this research is concern that content on multiculturalism and oppression inhibits open debate and dialogue, a form of suppression that conservatives term "political correctness." Through survey and focus group data, the authors examine student discomfort in social work courses, reasons for self-censorship, and solutions to self-censorship. Results suggest that general classroom factors (being too shy or being unprepared), not political correctness, were more likely to be reasons for self-censorship. Solutions focused on the faculty's role in creating safe and affirming classroom environments.
ISSN:1043-7797
2163-5811
DOI:10.1080/10437797.2002.10779095