Who Can Talk? Risky Conversations and Self-Disclosure in the Classroom Among Non-White and LGBT Graduate Students

• In Event: Disrupting Dominant Narratives: Elevating the Voices and Stories of Marginalized Students

Abstract

This study describes how non-White and LGBT graduate students experienced discussions of diversity and inclusion in classroom environments. Overall, students described an uncomfortable learning environment in regard to diversity. Students reported that automatic self-disclosure of their identities, along with high expectations for contributing personal views of diversity to classroom discussions, was burdensome. Uncomfortable classroom conversations and confronting peers with ill-informed views of diversity created a stressful environment. These threats to peer-to-peer, or intergroup dialogue – an important function of the educational benefits of diversity – suggest an additional challenge for students and faculty when diversity is discussed in the classroom.

Authors

• Rick C. Jakeman, The George Washington University

• Susan Swayze, The George Washington University

• Wendy Hockersmith, The George Washington University