augment teaching practices to better meet complex environments, while providing an
experiential context that allows the “resistant population” to more effectively explore the
world of international relations.
THE “RESISTANT POPULATION”
What is it that makes it so difficult for my students
to grasp the complexities of
international relations? Why is it they know so little about other cultures, or for that
matter, competing perspectives of the world? Why is it when asked to discuss the
implications of U.S. activities abroad they become defensive or antagonistic? To answer
these questions, I decided to take a look at the general characteristics of the student
population at SIUE.
One might think that a quick flip through the Southern Illinois University Edwardsville
Fact Book would reveal some characteristics that would provide an explanation as to why
students in my introductory international relations course were experiencing such
difficulties. The information I uncovered was not particularly helpful:
82.7% of the student population is White, Non-Hispanic.
The average ACT composite score for new first time freshmen is 21.9.
¾ of the students ranked in the upper half of their high school class.
The average time to completion for an undergraduate degree is six years.
I decided that a survey might provide better insights into the students enrolled in the
course. I constructed a very simple survey
that asks students a range of questions from
their gender to their travel history. The survey is administered to students on the first day
of class. I am well aware that the construction and administration of this questionnaire
lacks the scientific rigor associated with traditional survey work. I am also aware that the
results of this survey cannot be generalized to the entire student population. But, the
information gleaned from this survey has provided me with invaluable insights into the
population of students taking my introductory course, and, it has allowed me to rethink
the model of instruction I use in the class.
POLS370: Introduction to International Relations is the gateway course to the
IR subfield. On average, this course is taught twice a year at SIUE. The stated course
objective is to familiarize students with the major theories, concepts and issues in the
field of international relations. Upon completion of the course students should have a
more comprehensive understanding of international relations. They will also be prepared
for upper-division courses in international relations such as U.S. foreign policy,
international political economy, international organizations, global terrorism, and
the global politics of technology and culture. The average enrollment in this course is 45
students. The information provided below is based on a compilation of answers to eight
surveys conducted between Fall 2000- Fall 2005. The N = 403.
Table 1.0: Overall Characteristics of Students Enrolled in POLS370
2
I do not mean to imply that “resistant populations” are strictly a phenomenon found at SIUE. I fully
realize that this type of student may be present on campuses across the United States. But since I have not
had the opportunity to observe those students, I limit my remarks to students I have instructed.
3
For more information see: http://www.siue.edu/CONSUMER/GraduationRates.htm.
4
For a copy of the survey please see Appendix 1.
3
Convention