College campuses have long been sites where social justice is contemplated, political ideas are debated, and social movements are instigated and cultivated. UMass Amherst has a strong legacy of student-led movement for progressive causes, and this work continues today. However, the campus community is by no means monolithic and is enriched by the diverse perspectives and ideas of those who learn and work here.
Course instructors and TAs – and particularly those whose courses focus directly on topics of diversity, social and economic inequality, and/or political issues – are responsible for helping their students engage in and navigate discussions across difference, an activity that can present a host of challenges, including heated exchanges. Successfully facilitating open discussion, fostering respect for diverse perspectives, and discouraging harmful or hateful speech requires attentive and skillful engagement on the part of both course instructors (and TAs) and students. Consequently, classroom conversations sometimes can be fraught, rather than productive.
To gain insight about course instructors’ (and TAs’) classroom experiences, the CCS included a brief set of items focused on this topic. Both faculty and graduate student instructors/TAs were presented with the following statements and asked to indicate the extent to which they agree or disagree with each (Agree Strongly, Agree, Disagree, Disagree Strongly, No basis for judgment):
- Students in my course have enthusiasm for learning about diverse perspectives
- Students’ resistance limits the free expression of ideas in my classes
- I would value guidance about how to more effectively address diversity issues in my course
- I have difficulty managing diversity-related topics/conversations in my class
- My department's undergraduate curriculum includes diversity of identity, experience, and perspective (only for faculty)
Student Enthusiasm for Diverse Perspectives
As illustrated in the dashboards below, majorities of both faculty and graduate student instructors/TAs agreed (either somewhat or strongly) that their students have enthusiasm for learning about diverse perspectives – although the level of agreement is a bit higher among faculty (90%) than it is among graduate instructors/TAs (78%). Because graduate student instructors/TAs are a sub-group of graduate student survey participants, the data set does not support a robust comparison among social identity categories. However, among faculty, responses are quite similar across most social identity groups. One exception is that Black faculty were more likely than their peers of other races/ethnicities to Strongly Agree that their students have enthusiasm for learning about diverse perspectives.
Free Expression of Ideas
Vast majorities of both graduate student instructors/TAs and faculty disagreed (either somewhat or strongly) that student resistance limits the free expression of ideas in their classrooms (80% and 86%, respectively). The faculty-specific dashboard below shows that responses to this item are quite similar across most social identity categories. These findings are encouraging and suggest that most faculty perceive a positive classroom climate for free expression of ideas.
Guidance About Effectively Addressing Diversity in the Classroom
Majorities of both faculty and graduate student instructors/TAs agreed (either somewhat or strongly) that they would value guidance about how to address diversity issues in their courses more effectively (70% and 75%, respectively). The faculty-specific dashboard below shows modest differences across social identity categories. For example, Lecturers and Assistant Professors were slightly more likely than Associate Professors and Full Professors to agree that they would value such guidance (75% and 78%, v. 70% and 62%). Similarly, women and nonbinary faculty were somewhat more likely than men to agree that they would value guidance (77% and 81% v. 63%).
Although majorities of both faculty and graduate student instructors/TAs agreed that they would value guidance about addressing diversity in the classroom, much smaller proportions agreed that they have difficulty managing diversity-related conversations or topics in their classes: Only 3% of graduate student instructors/TAs indicated that they Strongly Agree whereas 17% indicated that they Agree. Similarly, only 2% of faculty indicated that they Strongly Agree whereas 20% indicated that they Agree. Responses across most social identity categories were quite similar. However, Asian and White faculty were somewhat more likely than their peers of other races/ethnicities to agree that they have difficulty managing diversity-related conversations or topics.
Undergraduate Curricula and Diversity
Faculty members (only) were asked the extent to which they agree or disagree that their department's undergraduate curriculum includes diversity of identity, experience, and perspective. Overall, a majority of faculty (70%) indicated agreement with this statement (with 23% agreeing strongly), and responses were quite similar across social identity categories. One exception is that Black faculty and Latinx faculty were more likely than their peers of other races/ethnicities to Disagree Strongly (26% and 17% v. 8% or less).
Graduate Students
Faculty
