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Faculty Teaching Diversity Through Difficult Dialogues: Stories of Challenges and Success

2015; Taylor & Francis; Volume: 52; Issue: 3 Linguagem: Inglês

10.1080/19496591.2015.1067223

1949-6591

Joy Gaston Gayles, Bridget Turner Kelly, Shaefny Grays, Jingjing Zhang, Kamaria P. Porter,

Diverse Educational Innovations Studies

AbstractTeaching diversity courses in graduate preparation programs is likely to trigger difficult dialogues that evoke a range of emotional responses. Difficult dialogues on diversity topics must be managed effectively in order to enhance multicultural competence. This interpretive study examined the experiences of faculty who teach diversity courses in higher education programs. The findings highlight challenges experienced by faculty, as well as strategies for managing difficult dialogues. Additional informationNotes on contributorsJoy Gaston GaylesJoy Gaston Gayles, Department of Leadership, Policy and Adult and Higher Education, North Carolina State University. Bridget Turner Kelly, School of Education, Loyola University. Shaefny Grays, Department of Leadership, Policy and Adult and Higher Education, North Carolina State Unversity. Jing Jing Zhang, Department of Leadership, Policy and Adult and Higher Education, North Carolina State University. Kamaria P. Porter, Center for the Study of Higher and Postsecondary Education, Unviersity of Michigan.Bridget Turner KellyJoy Gaston Gayles, Department of Leadership, Policy and Adult and Higher Education, North Carolina State University. Bridget Turner Kelly, School of Education, Loyola University. Shaefny Grays, Department of Leadership, Policy and Adult and Higher Education, North Carolina State Unversity. Jing Jing Zhang, Department of Leadership, Policy and Adult and Higher Education, North Carolina State University. Kamaria P. Porter, Center for the Study of Higher and Postsecondary Education, Unviersity of Michigan.Shaefny GraysJoy Gaston Gayles, Department of Leadership, Policy and Adult and Higher Education, North Carolina State University. Bridget Turner Kelly, School of Education, Loyola University. Shaefny Grays, Department of Leadership, Policy and Adult and Higher Education, North Carolina State Unversity. Jing Jing Zhang, Department of Leadership, Policy and Adult and Higher Education, North Carolina State University. Kamaria P. Porter, Center for the Study of Higher and Postsecondary Education, Unviersity of Michigan.Jing Jing ZhangJoy Gaston Gayles, Department of Leadership, Policy and Adult and Higher Education, North Carolina State University. Bridget Turner Kelly, School of Education, Loyola University. Shaefny Grays, Department of Leadership, Policy and Adult and Higher Education, North Carolina State Unversity. Jing Jing Zhang, Department of Leadership, Policy and Adult and Higher Education, North Carolina State University. Kamaria P. Porter, Center for the Study of Higher and Postsecondary Education, Unviersity of Michigan.Kamaria P. PorterJoy Gaston Gayles, Department of Leadership, Policy and Adult and Higher Education, North Carolina State University. Bridget Turner Kelly, School of Education, Loyola University. Shaefny Grays, Department of Leadership, Policy and Adult and Higher Education, North Carolina State Unversity. Jing Jing Zhang, Department of Leadership, Policy and Adult and Higher Education, North Carolina State University. Kamaria P. Porter, Center for the Study of Higher and Postsecondary Education, Unviersity of Michigan.