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Integrating Diversity Across the Curriculum: Lessons from Teaching Gender & Race in the American Presidency
Unformatted Document Text:  Departments : • Create an environment of self-conscious reflection and constructive discussion about syllabus design, particularly about the inclusion and exclusion of particular points of view and of particular populations of scholars. This is not to suggest, necessarily, that every syllabus for every course should include an equal number of male, female, white, black, scholars, and so on. Indeed, this simple feat is not as simple as we might hope. The goal instead is to remind ourselves, as educators and as political scientists, that the our disciplinary discourses are not free from power relations, or from the domination and marginalization of particular points of view. • Develop awareness and create expectations about faculty advising of Political Science majors/minors. Research on the effects of mentoring suggest s that mentoring is particularly important for student achievement and the inclusion and retention inclusion of traditionally under-represented groups (e.g., Smith 1997). We know comparatively little about the impact of faculty-student advising among heterogeneous or homogenous populations. Invite discussion with students about their assumptions/fears/anxiety about particular courses. Invite discussion across the department about the potential to meet the goals of diversity through more reflective advising of students. As researchers, we are all aware of the problems of self-selection, yet we rarely use this awareness to systematically mentor and advise students. This is the first step in building strategies to “un-stratify” the discipline itself. • Track enrollment of majors and minors in particular classes by gender and, when possible, by racial/ethnic demographic variation. The simple act of recording this data has been enough to generate critical discussion on campuses. What do these enrollments reveal about our students, our classes, our major/minor program, our discipline? 22

Authors: Mathews-Gardner, Lanethea.
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background image
Departments
:
Create an environment of self-conscious reflection and constructive discussion
about syllabus design, particularly about the inclusion and exclusion of particular
points of view and of particular populations of scholars. This is not to suggest,
necessarily, that every syllabus for every course should include an equal number
of male, female, white, black, scholars, and so on. Indeed, this simple feat is not
as simple as we might hope. The goal instead is to remind ourselves, as educators
and as political scientists, that
the
our disciplinary discourses are not free from
power relations, or from the domination and marginalization of particular points
of view.
Develop awareness and create expectations about faculty advising of Political
Science majors/minors. Research on the effects of mentoring suggest
s
that
mentoring is particularly important for
student achievement and the inclusion and
retention inclusion of traditionally under-represented groups (e.g., Smith 1997).
We know comparatively little about the impact of faculty-student advising among
heterogeneous or homogenous populations. Invite discussion with students about
their assumptions/fears/anxiety about particular courses. Invite discussion across
the department about the potential to meet the goals of diversity through more
reflective advising of students. As researchers, we are all aware of the problems
of self-selection, yet we rarely use this awareness to systematically mentor and
advise students. This is the first step in building strategies to “un-stratify” the
discipline itself.
Track enrollment of majors and minors in particular classes by gender and, when
possible, by racial/ethnic demographic variation. The simple act of recording this
data has been enough to generate critical discussion on campuses. What do these
enrollments reveal about our students, our classes, our major/minor program, our
discipline?
22


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