Abstract
STUDENTS AND FACULTY MEMBERS OFTEN have different conceptions of studentteacher interaction; students view themselves as passive recipients of information dispensed by experts, while college teachers value students who make discriminating and analytical comments (Karp and Yoels 1992). A high level of teacher-student communication is especially important in courses in sociology of race and ethnic relations, where students often come to class with emotionally charged prejudgments that can significantly affect the climate in the classroom. In this paper I describe the use of oral history term projects in sociology of race and ethnic relations courses to create
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