Faculty Study Circles

Bryan Dewsbury, University of Rhode Island

Program Description

In this program we engage faculty in small study circles (<8 members) of books on race and privilege as they pertain to higher education. Study circles meet for three individual sessions, and discuss various elements of the chosen book. Books chosen in the past include Whistling Vivaldi (Claude Steele), Blindspot (Anthony Greenwald and Mahzarin Banjani) and the Righteous Mind (Jonathan Haidt). At the end of session three, the study circle identifies concrete changes the university community can engage in on issues relating to race and privilege, as suggested by the reading material.

Program Purpose

We were trying to increase cultural competency and sensitivity among faculty (especially those that interact with students in STEM majors).

Small study circles provide faculty the comfort level to articulate where they are currently on their relative journeys to cultural competency. The facilitator can mediate sensitive discussions in a friendly intimate environment, and, being versed on issues of race and privilege, can provide feedback on new ways to think about contemporary issues in the classroom.

Program Goals

The goals of the project are.
1. To create a culturally competent faculty at the university
2. To create more inclusive classroom environments by training the faculty who engage these classrooms on cultural competency.

Program Activities

1. Carefully consider issues that are specific to your campus relating to race, diversity and privilege.
2. Carefully consider literature (books preferred) that address dimensions of the issue.
3. Think carefully about who will moderate the discussion. This discussion can get sensitive, and it typically requires someone who is skilled at navigating these issues without incurring defensiveness on the part of the participants.
4. Be respectful of time. Everyone is typically flat out busy on a campus, so fewer meetings means more inclusiveness for people with hectic schedules.
5. Pick location wisely. A setting with high traffic can affect participants' willingness to be open on some of the issues.

1. Copies of the books for distribution to participants.

Notes and Tips

Dos
1. Be cognizant of how differently people may approach issues on race and privilege. True inclusiveness is engaging in the diversity of opinions and focusing the discussions on what the evidence suggests.
2. Be aware of quieter personalities in the group, and/or those who may be less comfortable expressing opinions on this issue.

Don'ts
1. Do not assume that everyone is either on the right or left with respect to this issue. Focusing on the scientific evidence is an essential mechanism to keep the conversation from raising in temperature.

Evidence of Success

Evaluations from the last faculty book group are currently being evaluated. However, I would caution, that on projects relating to paradigm shifts, effect may take a while. Assessments of such activities should be mindful of this.

Future Work

The faculty book group discussions based on the books suggested has spawned

1. An analysis of the effect of our cultural competency class on students' paradigms on race and privilege
2. A comprehensive overhaul of our tutoring program to create a more diverse tutoring group who are trained in cultural competency.

References and Accessory Materials

A list of the books used can be found above.