Thursday, October 20, 2005
I often have students who make appointments to discuss more than just how to brief, outline, or take exams. They often want to talk about what is going on in their classrooms besides just substantive law and academic skills development. Students recognize (as should we) that Academic Support involves more than just academic skills assistance. Other things in a student's life will affect their academic performance. One of those, I think, is whether they feel welcomed by faculty and other students, and part of a community. That is, after all, one point of recognizing the importance of educational diversity in Law School. I have included a link to a piece I have written that addresses one type of diversity often not discussed: ideological diversity. What can Academic Support professionals do about promoting ideological diversity in the Law School community to make students feel more welcome and less isolated (and should they)? While I do not have a solution, recognizing this issue is an important beginning. Indeed, as my most long-time client says, "The solution to your problem often lies in its description." Please consider my observations at this link: Role Models.
Perhaps I am being churlish: it is difficult being part of a tiny ideological minority (particularly when, outside of academia, I am in the majority). However, as Academic Support professionals we can certainly track whether idelogical intimidation or just rudeness, particularly toward conservative students, is commonplace in our classrooms, and at least remind our colleagues how it can affect academic performance. (mwm)