Exploring
the -isms:
Tips and Techniques to Use When Teaching about Racism and
Sexism
written by Heather
Van Mullem, PhD, Lewis-Clark State College
Introduction
Teaching is both a skill and an art form. Creating an environment
that supports student exploration and growth can be a daunting
endeavor especially when the topics of conversation are challenging.
Creating a safe space where people feel comfortable to share
their perspectives on sensitive issues is difficult. In the
classes I teach, I often focus conversations regarding the
impact of –ism's - i.e. racism, sexism, classism, etc.
– on thoughts and actions. It’s often challenging
to facilitate open and honest discussions on subjects like
these not only because the topics are sensitive to address,
but because students are hesitant to share personal perspectives
for fear of offending classmates.
Often my students will say things like, "Dr. Van Mullem….Why
do we have to talk about this stuff? These things (i.e. racism,
sexism, classism, etc.) are no longer a problem." Many
people are uncomfortable with exploring societal –isms
because the -isms, in fact still are a problem. Society continues
to battle prejudice every day.
Prejudice is characterized as, "an unfair feeling or
dislike for a person or group because of race, sex, religion,
etc." (Prejudice, n.d.). Human beings are not perfect.
Truthfully, all of us are flawed. Edward R. Murrow, the famous
television broadcaster, once said, “Everyone is a prisoner
of his own experiences. No one can eliminate prejudices –
just recognize them” (Moncur, n.d.). I think he was
right. If we really want to enact positive social change,
it is crucial that we find a way to discuss and address prejudices
of our own and those of others. It’s important that
we know we have limitations. Only through this acknowledgement
can we truly work towards improvement and social justice.
Starting the Conversation
Sports can be an effective platform from which to explore
–isms. Sports are frequently cited as an ideal environment
for learning social values like hard work, teamwork, persistence,
and perseverance (Lumpkin, Stoll & Beller, 2003). Sports
are valued and loved activities in American society (Coakley,
2007) and are often seen as an arena in which all can participate,
regardless of race, gender, social class, or political affiliation.
But as Eitzen (2001, p. 1) has argued, sport is "a microcosm
of society." What happens in sport is a reflection of
what is occurring in society and vice versa (Coakley, 2007).
To get students engaged in exploring their own prejudices,
the conversation must become personal. Students must be able
to view these issues through their own eyes and in the context
of their lives. One way to accomplish this is to first have
students respond to a short series of questions that lead
into an instructor-facilitated discussion.
Tackling Racism
Begin class by providing students with a definition of racism.
Next provide each student with a piece of paper with the following
questions listed and appropriate space to provide answers:
"What sports do many ___(fill in the blank with a race)___
people participate in? Why?" Ask this question multiple
times to allow students to provide responses for different
races. After you have given students time to compose their
responses, open the discussion up to the class. Give students
the option of whether or not to share their responses in class.
However, ask them to submit their answers to you anonymously
at the conclusion of class. Their perspectives will provide
you with a more complete understanding of their thoughts on
the topic which can help you to craft future discussions.
Create a master list of responses that the entire class can
view (i.e. on a white board, easel, Elmo, etc.).
After students have had a chance to share their responses
and your master list has been created, look for commonly identified
sports and common explanations of participation patterns.
Examples of common responses revealed during this activity
in my class are shown in Table 1:
Table 1: Common responses revealed during discussion
on race
Race |
Sports Commonly Listed |
Reasons Commonly Provided |
African American |
Basketball, Football, Track, Baseball |
Fast, jump high, ability, athleticism,
strength |
American Indian |
Basketball, Hunting, Fishing, Lacrosse,
not sure, Poker, Archery |
Traditional, availability, scrappy |
Asian American |
Baseball, Ping Pong, Gymnastics, Table
Tennis, Golf, Spelling Bee, Basketball |
Size, quickness, availability, Popularity,
smart, patience |
Hispanic American |
Baseball, Soccer |
Tradition/culture, popularity, funding
sources |
Caucasian |
All sports, sports considered for elite
or wealthy, rodeo, NASCAR |
Typical, tradition – only whites
played, funding sources |
Explore with the class what factors may have influenced their
answers (i.e. region of country where they grew up, social-cultural
expectations, etc.). Move the discussion into small groups
of 3-4 people. Small group discussions may eliminate some
anxiety that students feel about sharing their thoughts with
a large audience. Ask the small groups to consider and discuss
their views on race and how these views could possibly impose
limitations on their own beliefs or those of others. After
a period of time, ask a representative from each group to
summarize to the class their group’s discussion.
Tackling Sexism
Begin class by providing students with a definition of sexism.
Next provide students with a piece of paper with the following
four questions and enough space to respond:
- List as many words and/or phrases you can think of that
describe a man.
- List as many words and/or phrases
you can think of that describe a woman.
- List as many words and/or phrases
you can think of that describe someone who is masculine.
- List as many words and/or phrases
you can think of that describe someone who is feminine.
After you have given students time to compose their responses,
open the discussion up to the class. Give students the option
of whether or not to share their responses to the whole class.
However, ask them to submit their answers to you anonymously
at the conclusion of class. As with racism, their perspectives
will provide you with a more complete understanding of their
thoughts on the topic which can help you to craft future discussions.
Again, create a master list of responses that the entire class
can view (i.e. on a white board, easel, Elmo, etc.). Examples
of common responses revealed during this activity in my class
appear in Table 2:
Table 2: Common responses revealed during discussion
on sex/gender
Category |
Responses Shared w/ Group |
Woman |
Sympathetic, drama, soft, nurturer,
sensitive, expensive, homemaker, honest, usually good
in school, pees sitting down, sexy, guidance, home designer,
hour glass figure, pure |
Man |
Hog, boss, pride, money maker, respectful,
strong, insensitive, smart, confident, powerful, righteousness,
family-oriented, deep voice |
Feminine |
Superwoman, gay, curvy, soft spoken,
glamorous, heels, well groomed, pride, graceful, emotional,
shy, well dressed, make up, pink, good smell, non-aggressive,
flowers, shake-it, flavored chap stick, bright colors,
short shorts, elegant, thongs, insecure |
Masculine |
Buff, strong-minded, stud, athletic,
a man, swagger, beefy, aggressive, beast, facial hair,
hairy, competitive, outdoorsman, Chuck Norris, burly,
soldier/military, superman, pain tolerant, intimidator,
bearded, whisky drinker, yoked, rugged |
With the four lists side-by-side, ask the class to pick out
words or phrases that they would also associate with the term
“athlete.” Look for common words and/or phrases.
Use their responses to generate a discussion of why we view
an "athlete" in a certain way. To eliminate any
anxiety students might feel about sharing their thoughts with
a large audience divide them into small groups of 3-4 people.
Ask students to discuss what motivates these perceptions,
what possible limitations these perceptions might impose on
themselves and/or others, and how these perceptions can impact
how we view gender in sport. After a period of time, ask a
representative from each group to summarize to the class their
group’s discussion.
Concluding Thoughts
Creating a classroom environment that supports and facilitates
discussions about sensitive topics can be challenging. Using
sport as the context, the examples described above offer one
approach to encourage dialogue and self-reflection about racism
or sexism in American society.
References
Coakley, J. (2007). Sports in society: Issues and controversies
(9th ed.). New York, NY:
McGraw-Hill.
Eitzen, D.S. (2001). Sport in contemporary society
(6th ed). New York, NY: Worth.
Lumpkin, A., Stoll, S.K., & Beller, J. (2003). Sport
Ethics: Applications for Fair Play (3rd ed.). New York,
NY: McGraw Hill.
Moncur, M. (n.d.). Quotation #3276. Retrieved September
13, 2013, from
http://www.quotationspage.com/quote/3276.html%29.
Prejudice. (n.d.). Merriam-Webster.com. Retrieved
September 13, 2013, from
http://www.merriam-webster.com/dictionary/prejudice
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