Multicultural Content and Class Participation

Abstract

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.

Additional information

Notes on contributors

Cheryl A. Hyde

An earlier version of this paper was presented at the 2000 Annual Program Meeting of the Council on Social Work Education. The authors thank Karen Hopkins, Geoffrey Grief, Kathleen Deal, Andrew Safyer, and the Journal’s reviewers for their comments, and Jim Parks, Carol Cosenza, and Margaret Falkowski for their research assistance. This research was funded by the Louise Frey Fund for Multicultural Education, Boston University School of Social Work.