Indiana University offers a course titled “Understanding Diversity in a Pluralistic Society” that teaches students about theories and models to enhance their understanding of society’s diversity. The course focuses on the experiences, needs, and beliefs of minority groups and their relation to the majority group, including people of color, women, and LGBTQ individuals. The course instructor, Colleen Rose, requires students to reflect on their dominant and subordinate identities, with a chart provided to define groups based on social oppression.
The chart presented to students in the course outlines certain groups as “dominant” and “subordinate,” in which dominant groups are seen as guilty of social oppression towards subordinate groups. The dominant groups include heterosexual, white, able-bodied people, Christians, and men, while the subordinate groups include LGBTQ individuals, women, and religious and ethnic minorities. A student expressed discomfort with the course, feeling punished for their own identity and being forced to suppress aspects of themselves in order to comply with the course’s teachings.
The course offered by Indiana University’s School of Social Work is part of the college’s requirements for social and historical studies. While universities like IU aim to provide students with an understanding of diversity and society, the methods of teaching and content within these courses have received criticism. The focus on dominant and subordinate identities based on race, sex, and religion has sparked controversy among students who feel pressured to conform to certain ideologies in order to complete the coursework.
Universities such as Princeton University also offer courses that explore intersectionality and topics related to gender and sexuality studies. Courses within programs like Gender and Sexuality Studies at Princeton address topics like sex work and queer spaces, with content that includes erotic dance, pornography, and other controversial subjects. The inclusion of such topics in university curriculums raises questions about how institutions approach sensitive issues and whether they are effectively educating students on diversity and inclusivity in a respectful and inclusive manner.
Student experiences within these courses highlight the challenges they face in discussing issues of race, sex, and religion within an academic setting. Some students feel as though they are being judged for their identities and are forced to conform to certain narratives in order to succeed in their coursework. The pressure to address issues of social oppression and privilege in the classroom can create discomfort for students, leading to questions about the effectiveness of these programs in fostering understanding and inclusivity among students of diverse backgrounds.
While universities like Indiana University and Princeton University aim to provide students with a comprehensive education on topics related to diversity and inclusion, the methods of teaching and content within these courses may need to be reconsidered. Balancing the need for open dialogue and critical thinking with the potential for students to feel marginalized or judged based on their identities is a delicate balance that must be carefully addressed by educators. Moving forward, universities may need to reevaluate how they approach teaching topics of diversity and inclusion to create a more inclusive and respectful learning environment for all students.
