1. Encouraging Women and Minorities in the Classroom FHSS College May 2014 Rebecca de Schweinitz

2. “We do not all live in the same America.” “In fact, some of of our Americas [BYU/classroom experiences] directly contradict one another.” –Faith Ruffins -Be self-critical -Understand relationship between intent and impact -Recognize your own social identity and how it may affect students -Reflect on how your own experiences as a student inform your teaching and what that means for your students  Research Findings and Patterns  Practical Applications  Conscientization –Paulo Freire

3. Minority Students: Social Integration and Academic Success -feelings of isolation or not belonging influence minority student performance and persistence -BYU Demographics: http://yfacts.byu.edu/Article?id=135http://yfacts.byu.edu/Article?id=135 -learning hinges on student experiences inside and outside the classroom -constantly encounter numerous threatening experiences/campus environment hostile -stereotypes -mechanisms for coping with prejudice -do not have same structural support as nonminority students or perception of support -relationships between social and academic experiences -more likely 1 st generation, financial need -different norms of interaction (cultural capital) -students positioned differently to each other and to the knowledge being acquired

4. All alike unto God -be aware of and question biases (your own and students’) -watch stereotyping, “othering,” and connotations -don’t ask minority students to speak for the race -be a “powerful supporter” and get students on board -consider course content, perspectives, voices, examples -provide external support and encouragement (make structural) -don’t avoid issues, prepare students

5. Gender and the Classroom -student classroom behavior is different with a man or a woman as a professor -female students more active with instructors of the same gender and have higher perceptions of themselves -male and female professors both more likely to call on male students (all professors demonstrate gender biases) -mixed class vs. majority female or single-sex classroom differences (“critical mass”) -interruption, gender runs, bursts, volume, hesitant, one-time contributors -participatory, egalitarian style v. more aggressive, competitive (& content shifts) -gendered approval/evaluation discrepancies from peers and professors -for female students, praise and perceptions of a supportive environment matter significantly (female students are more likely to cite the positive influence of a teacher as a factor in their interest/success)

6. The Confidence Gap -BIG gender differences in self-perception that have nothing to do with competence -women underestimate their abilities and play down accomplishments, men overestimate -women assume blame (internalize), men externalize -women and perfectionism -socialization and early childhood development, brain function, hormones (but plasticity) -cyclical nature of confidence, action, and success -social penalties for assertive women -women begin to step back early -BYU/LDS culture

7. Free to Be -be aware of subtle and even unconscious gender dynamics and biases (and correct) -strive for equity in participation, develop strategies for involving more students (“shy” students=confidence gap and class dynamics) -use gender sensitive material, address gender issues and incorporate women’s voices in content -share your own triumphs and weaknesses -recognize cultural constraints, “lean in” -encouragement, encouragement, encouragement (make it systemic)