Special Column

Gender Related Issues in the Classroom

Friends and colleagues:

As many of you know, we recently had a wonderful discussion on the listserv about dealing with gender-related problems in the classroom. At the suggestion of Becky Block and Sally Simpson, I have compiled the responses in order to make the discussion available to everyone. I have taken the liberty to edit some of the answers to keep this a manageable size, and I offer my apologies for that. I would like to express my thanks to those who participated in the discussion and the compilation of the answers, including:

Karin Kaercher, Shosanna Pollack, Jeanne Flavin, Patti Adler, Mona Danner, Meda Chesney-Lind, Jim Messerschmidt, Dick Ayre, Susan Sharp, Susan Krumholz, Joanne Belknap, Sandra Stone, Ted McNeilsmith, Jim Hackler, Myrna Dawson, Susan Miller, Tara Gray, Susan Caringella-McDonald, and Amanda Burgess-Proctor.

Susan Sharp

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QUESTION:

This is an appeal for suggestions on how to deal with a situation unfolding in my Women and Criminal Justice course. I have a class of 32 students (5 of whom are males) that has become silenced by the behavior of a few males having difficulty with the subject material.

Specifically, all students were required to read an account of provincially sentenced women who had some horrific histories of abuse that were used to provide insight into their involvement in criminal behavior (the pathways approach). In a class dedicated to exploring the ideas and stories presented in this book, I had a couple of males state "the book was a bunch of bullshit" and questioned the credibility of the author and the stories included in the book. I and other students in class responded to this (of course!) as respectfully as possible and spent another half session discussing the issues raised and what this was doing to the classroom atmosphere and the perception of whether this was now a safe place for open discussion of the material contained in this course. Despite my best attempts, I regret to report that the guys in class have shut most of the women down. As a result I (and some other students) am being exhausted as I attempt to restore some balance in class and engage in respectful learning. I fear that the process has become derailed. Women are quiet, and the same men if they aren't challenging something I or other presenters have said, are sitting there with body language that speaks volumes.

Has anybody had this experience, and if so, how did you handle it? Does anyone have any suggestions for me to get this class back on track? Any advice or suggestions that can be offered will be appreciated.

RESPONSES:

Oh my god, that is so awful. I've had that happen before, and once I've lost the class, it's really hard to right the ship. I welcome what other people have to say. My best recommendation is to go in there the next time and address the situation head on and say you are uncomfortable with what's hanging on out there in the air. Tell the class what your feelings and your policies are. Use direct emotion and don't pull your punches in talking about it. You have the bulk of the class, but they're silent. So don't be shy. They will appreciate it. Tell them that you don't like their attitudes, and you find the things they have said offensive. See if that works.

I'm really careful now not to let this happen. I try to nip it in the bud if I see a bunch of guys starting to act out towards each other in a way that they think is cool and funny, because it has bad potential written all over it. It helps that I am 50 years old. If you're younger, you can't throw your authority around quite as easily. I had a guy in my class last fall, a small class, who kept talking and saying things that were inappropriate, and just way too much. He would shoot off his mouth without thinking and no one else could get a word in. I spoke to him several times about it after class privately, and when that didn't work, I started giving him teasing digs during class to think first, or let others get a word in.
Finally one day we were talking about why men have more power in society
than women, and of course they all go to the physical, biological, psychological explanations before the sociological. I'm used to and expect these; it's one of the ways that I teach them what sociology is. But when I discounted the physical explanation and gave reasons, I heard this guy say that he didn't agree, he didn't believe me, and that "let's just see these women try to take back the night" (there was a march coming up that week).

I just stopped dead in my tracks, and let the blood drain from my face. I
turned to face right at him and in a totally emotionally-charged voice I asked him if he knew how offensive that remark was. I drew out the implications of it. I said what it meant to me, and what it possibly meant to other women in the room. I said there was no space in the class for remarks like that. I just ripped into his hide. The next class he didn't show, and the next one he came with a drop slip. I was thrilled. Everyone got the point. For the rest of the semester I had guys tripping over themselves backwards to make sure that they didn't say anything offensive and apologizing in advance if they thought something was near the line,
even when it wasn't. I was thrilled. So I say, go on the offensive, and do it early. It's late now, but I would still try it. What have you got to lose? Good luck!

I had a similar situation develop in my U.S. Prison Community class this semester. I handled it by emailing every student in the class and posting the following statement to the class Blackboard:

SUBJECT: R.E.S.P.E.C.T.
Part of what one hopefully learns in a college environment is how to respectfully disagree with people whose opinions are different from our own.
I recognize that it must be scary for some of you to reconsider your deeply held opinions or to have your opinions challenged (John and Alex, I'm thinking of you) and that is why some comments seem knee-jerk reactions designed to hurt and criticize rather than advance understanding of an issue.
The tone of some posts reflects a lack of respect for the importance of the subject matter this class addresses, for other students, and to some extent, for me. I feel I have been very tolerant to date, but am drawing the line.
Here's a rule of thumb: If you wouldn't want Dean von Arx to read your post, then don't submit it. If you wouldn't want Dean von Arx to hear your comment, don't say it. That doesn't mean you can't take an opposing or unpopular view, but it does require that you consider whether your tone and your content are reflective of a university student.
Note, too, that in order for participation to favorably contribute to your grade, it must be thoughtful and contribute to the class's understanding. (Remember, you have the power to edit or delete one of your own posts. I built that feature in to the Discussion Boards recognizing that sometimes we say things that we later regret or realize we could have said more tactfully or clearly.)

Just my two cents - look in your university's undergraduate catalog. There may be a rule or practice that allows professors to dismiss students from their classes due to disruptive behavior that gets in the way of teaching the class. If you can't find something like this, you may want to check the Dean of Students for a similar policy. Then, tell the guys after class what the policy is and that you plan to follow it unless they shape up (or tell the whole class about the policy).

Hi there, I concur with the others in regard to dealing with the issue head on. If you have not set ground rules at the beginning of the class (i.e., how to create a respectful and comfortable learning environment) it is not too late to do so now. What I have done in similar situations is placed the responsibility on the class to generate solutions to the classroom difficulty. For example, I would articulate the problem, talk about why the current dynamics are not conducive to respect and free exchange of ideas, and then ask students, with you of course, to come up with a list of what makes a safe and respectful classroom. Then I might ask them to generate concrete strategies guiding their interaction for the remainder of the class in order to meet these goals. I don't know if this will help, but it might cause the female students to assert their learning needs and the disruptive/offensive ones to hear that it is not just the professor who has an issue. Then the whole class must agree to guidelines AND they must take responsibility for following them and challenging those who do not.

I once co-taught a class with a friend, and we had a somewhat similar situation develop. I have sometimes called it the cop/social worker divide that can crop up in CJ courses. At times like this, I tend to go to a more formal teaching style; that is, I present lectures with less time for discussion. I also bring in videos (a.k.a. the "teacher's friend") in classes like these since they can be quite compelling, and they also don't offer the opportunity to be discounted in such a public way. Finally, failing all else, I'd approach one of the students (the leader of the group if there is one) to discuss civility and class climate. I'd open the conversation (in your office, if possible) with a question about how he's experiencing the class and then express your concern that he seems somehow angry. I'd only do this as a last resort, though, since these conversations can also empower him...by rewarding bad behavior.

A tip on videos that they might find hard to dismiss...how about Jackson Katz' TOUGH GUISE, which talks about masculinity and crime (among other things)? Finally, recall that these classes--as awful as they are--eventually end.

First, check out your institution's policies as they can be remarkably helpful. The college/university's mission statement often has something along the lines of "a commitment to learning" and "a spirit of respect." These goals in its mission statement are often buttressed by the code of student conduct in sections about appropriate and inappropriate student behavior, and this often includes classroom behavior which is disrespectful or disruptive to the learning environment. Review these policies so that you know what's in them well when you take Step 2.

Step 2 is to talk to the folks at your level and above you and ask for immediate assistance in enforcing the policy. Know exactly what you're charging, the evidence to support your charge, and exactly what you want to have happen. You're charging inappropriate, disruptive, and disrespectful student behavior. The issue is not that this is a course about women and the boys are being bad. The issue is that a very few students are disrupting the education of the majority of students, and whether this is a women's studies or a chemistry course is irrelevant. The evidence of the disruptive nature of their behavior should include statements of other students, especially those who've voiced their frustration to you, as well as your own statement. And, finally, you want the students charged to cease and desist their behavior or leave the class either voluntarily or under order of the college.

You may be hesitant to take Step 2 because you feel like it'll suggest that you can't control your class, you're not a good teacher, you're incompetent and an imposter -- at least those are the very things I thought about my own self when I was dealing with a disruptive student. Let those feelings go; nearly everyone's had to deal with such student problems, and faculty generally first look to the students as the problem, not the professor. Concentrate on how good it'll feel to have effectively stood up for yourself and the majority of the students, and what a good role model you'll have set for the other students. Think about empowerment.

Please note that you might have to be insistent as you take Step 2. Some people might downplay the seriousness of the behaviors, others might not want you to rock any boat, or require them to do any work (such as their actual job). Remember, and remind them, that what is at stake is the education of the majority of the students and their feelings about the college both now and in the future (i.e., alumni donations or lack thereof). Please know that even if everyone is supportive and helpful, this will be a hassle. Take charge of the situation and make the college get involved.

My response to disruptive and disrespectful behavior is usually threefold.

· First, I talk to the antagonistic student(s) individually and explain that disruptive and disrespectful behavior will not be tolerated and if it continues they will be removed from the class.

· Second, I make a point to explain to the class that a comment like "that book is a bunch of bullshit" is inappropriate in a classroom setting because it's not a proper academic response. What we as academics should require of students is that they be able to support their opinions with evidence. In other words, ask the student in front of the entire class what led him (or her) to that conclusion and then discuss whether or not their response is intellectually sufficient to warrant such an opinion.

· Finally, an effective teaching practice is to "divide and conquer." This entails dividing the class into small discussion groups with approximately 5 students in each group. I usually have students number off so that those who sit together do not become members of the same group. The result will most likely be one male student in five of the six groups. Then I ask each group to address the same or different question(s) about a reading or set of readings. I also make sure that each group member has a chance to offer her/his contribution. This is a way of somewhat degendering the classroom because:

1) it hinders the possibility of an alliance among the men,

2) I always suggest that the male member of the group serve as "secretary" (which inevitably leads to discussion of the gender division of labor).

3) it forces each individual male to work with women to come up with a group answer.

One method of addressing victim blaming that I've found to be very successful in relation to rape and domestic violence is to ask students whether they would treat robbery victims (or any other crime victim) the same way. Is it the responsibility of the store owner to move his/her business, if it has been repeatedly victimized? If the store wasn't moved, would we ever think of arguing that the store owner was complicitous in his/her victimization?

I assign students to groups. I have the advantage of having a picture roster before the semester begins, so I always try to balance out the groups by gender. I give them opposing viewpoint readings that they have to critique. They discuss their critiques in the small groups, which seems to be very effective at toning down any disrespectful attitudes.

The ground rules that I set in my classes include:

· Critiques must address strengths and weaknesses of each side in paired
readings. I count off if they only discuss their opinions. Many find
themselves in the position of discovering that the argument they support is
the weaker of the two.

· In discussions, opinion must be supported by facts and research we have
discussed in class. Hostile students often go out to do their own research,
thinking they will be able to shoot down the opposing side, only to find
that the research they locate supports it.

I have had this happen, too. I ended up telling the men in my class that I needed to speak with them outside of class. I told them that their behavior was very disrespectful to me and the other people in the class and it was disrupting the learning process. I reminded them that their grade was partially on participation and that given their behavior, they were not going to do well on that part of the grade.

Another option is to try this and if it doesn't work to get your department chair involved and have her/him explain that it is not okay to say something is "bullshit" in class and to be disrespectful to you and/or the other students.

I had a similar situation in a class. It became pretty clear to me that there was one male who was instigating the problem; the rest were going along. At someone's suggestion, I met with this student and asked very bluntly (and of course very politely) why he was in this class, what his problem was with the material, and if he was aware of the impact he was having on the class. Getting him alone seemed to reduce the level of confrontation. In fact I learned that his hostility stemmed from a personal problem he had (not surprising) that I was able to discuss with him (and maybe even help him see past).

I can certainly empathize with your situation. I am teaching that course this semester and have one male student in my class who is also dominating the class, although not quite in the same way. He is probably in his 50s, a lifetime department of corrections employee who is now a prison warden, and has had some experience serving as warden in an institution that housed some women. He definitely presents a different perspective, and while his experience dealing with women in the system is limited, his experience is valid, nonetheless. He tends to talk a lot and go into long monologues about how things are in the system, and I know that what he is saying is mostly true. It's mainly his delivery that is off-putting to the women students -- strong, dominant, opinionated, "know-it-all."

Anyway, I try to pick up on some of what he is saying that is not as "emotion-provoking" and then elaborate from a different perspective, trying to validate him as well as the women in class. Sometimes it works, sometimes not. Sometimes I just interrupt him and tell him we need to move on because we are running out of time and there is still a lot of material to cover for that class. I have thought about taking him aside and asking him to tone down a bit, telling him that while I
know that he has a lot of "inside information," that sometimes the level of detail is beyond what we need to address in that class.

Sometimes when I have students who are trying to discount what I am trying to teach, I challenge them to do their class paper on their particular perspective, providing hard evidence to back up their argument, or sometimes I will say something like, "you're absolutely right, there are a lot of people who think about this issue in that way, which is why it is really important for us to address it in a setting where we can look at all different sides. Let's talk about all the different perspectives people could take and see what kind of evidence we can find to support each position."

I also try really hard to encourage the women to speak up, saying over and over that this is a safe space to disagree, and that that is part of what college is all about - learning about different points of view which may make you challenge your own.

Here is what I just wrote to a colleague who responded privately to my response to you yesterday.

"I'm very impressed (but not at all surprised) by all the good responses ___ elicited from all her sisters (and brothers). I'll bet her classes will start off on very solid footing from now on. The very fact that she's the kind of teacher who has the courage to admit her problem and ask for help, tells me that she's in the right profession and that she will be a classroom star."

I've watched a lot teachers in all disciplines either bloom or wilt over my teaching career. It isn't innate. Those who want to be and choose to be good teachers, always do.

Unfortunately, I suspect there is an increase in the number of weak students who use intimidation in class. Administrators are often very timid about dealing with this. One professor I spoke with suggested a one-on-one discussion with these
males, if that were possible. I was wondering if you had a student newspaper and if a student reporter would interview each male separately to ask why the book was bullshit. Similarly, reporters might interview the women in the class. It would make an interesting article in the student newspaper.

One thing I've learned from my 16 years of teaching these kind of courses is that it really matters who's in your class. It can go great for years, and then have some horrible people that try to ruin the class, and sometimes do.

I, too, am teaching a gender, crime and justice course with five males and, while I haven't experienced what you have (as the males in my class have been very
respectful of the subjects to date), a number of issues keep re-occurring. First, I struggle with why the men are so determined to argue that "husbands suffer abuse too." Second, I deal with the belief or insistence that there are so many false charges of rape out there.

By way of introduction, I am a recovering sociologist who created a CJ major
at Southern Methodist University back in the 70s and an emphasis in criminology at my present institution in 1993 or so. I've always incorporated issues of "race," class, gender and sexual orientation (and, of course, DV and sexual assault) into my sequence of crim. courses.

So I know whereof you speak and have created strategies to combat this kind
of problem. On the first or second day of class, I invite my classes to lay out "ground rules for how to have a good discussion." I add a few things of pedagogical concern to the list, but get substantial agreement from the class. I
also employ some techniques for active-listening and discussion. Julian
Weissglass, a mathematician at UC-Santa Barbara who is heavily involved in
equity issues, calls them "Constructivist Listening." http://ncee.education.ucsb.edu/ <http://ncee.education.ucsb.edu/

Of course, there are lapses, but not many. When they occur, I gently point
them out and rarely have any recidivism.

For your immediate problem(s), I have two immediate suggestions:
· First, I find the use of videos to reinforce readings to be very effective.
There are a lot good (and graphic) videos on DV, sexual assault, and child
abuse out there.
· Second, surely you have a male colleague (hopefully, more than one!) whom you consider an ally. If so, I'd discuss the problem with him and ask him if he would be willing to either come to the class or meet separately with the Bad Boys to have an open, frank discussion about sexism and male privilege.

I hope you don't interpret this as "rescuing" you. Your classroom (and mine) is a microcosm of sexism and male privilege, so let's make it explicit and turn it into a "teachable moment." I have to remind myself every time I teach RCG that I used to have racist, sexist, heterosexist values too. Resocialization is hard work, but it happens all the time.

You might try an approach explained at Jigsaw.org or at teambasedlearning.org as a way of "breaking out" of a bad cycle and getting some more voices raised.

Unfortunately, it is easier to learn how to prevent the problem than to undo the damage. I have learned through the school of hard knocks.

Deal with it straight on. I do tell my students that we have certain ground rules. One of the most important is to not attack the differing opinions of others, including me. We agree to disagree. I also tell them, when there has been any tension, that I am not comfortable with that occurring in my class.

One thing that I have found helpful is to very early on call on some of my black, Native American and Hispanic students to share their experiences. I will describe something, then I will ask for input. If there is none, I often call on particular students. One of the things that helps the most is that I call on the ones who are not usually vocal. When they share their personal experiences, it tends to grab the attention of the class.