Teaching and Learning About Diversity and Social Justice at the Graduate Level: Students’ Attitudes Toward Classroom Sharing

Abstract

This paper explores student participation in dialogue in two sections of a master’s level course in diversity and social justice. The researchers, including a student from the course and the instructor of the course, analyzed responses to a brief survey and transcripts from student focus groups. Three major themes relevant to students’ attitudes about classroom sharing emerged, including students’ nature; students’ perceptions of their expertise; and students’ concerns about being judged. Recommendations for creating classroom environments that facilitate open exchange are offered.