In many respects, dinner parties are not unlike university classrooms.
Very few experiences in life can be as pleasant or as painful as either
of these events. And this goes for both the host (instructor) and the
guests (students).
Indeed, hosting a dinner party requires foresight and skill to facilitate a memorable evening. So, what characteristics typify a great dinner party? Naturally, good food, anticipation, a clever theme, and games or entertainment would all contribute to favorable memories. But in the end, dinner parties are often judged simply by the quality of the socialization. Good conversation that is at times comical, and at others riveting, can overcome the detrimental effects of poor weather, bad wine, and even burned chicken on the grill. When the food, décor, and entertainment are exquisite, engaging dynamics are the capstone to a memorable evening.
All of this is similar to a university classroom. Interesting content, engaging instructors, and intriguing themes all assist in the creation of a positive teaching and learning experience; but ultimately, the class dynamics play a significant role in shaping the success of the course.
To continue the analogy a bit farther, imagine being invited to
a dinner party at the home of good friends. Also invited might be
a few individuals with whom you are somewhat acquainted and a number
of guests whom you have never before met. This situation is similar
to the one students experience at the beginning of each new semester.
At a party like this with many new faces, your subconscious would probably be on overdrive, actively gauging the dispositions and characteristics of the other guests. Based on your perceptions, you would determine how open you could be, what pieces of identity you would be comfortable disclosing, what humor was deemed appropriate, how much talking you would do, and maybe even what social role you would play.
When students enter the classroom, they also survey the social landscape. Students evaluate the classroom dynamics to determine if there are others like them, how actively they should participate in the course, and how much they can trust the instructor and fellow students. Some of the questions consciously or unconsciously going through students' minds might include:
- What types of comments are safe to make in this class? What types are unsafe?
- Does the instructor communicate high expectations for all of us, or just certain types of students?
- Am I accepted and respected here by the instructor and fellow students?
- I wonder if there is anyone in here who thinks like me?
- What types of participation are rewarded? What types might be discouraged?
- What types of support can I expect from my instructor and classmates?
- What will it mean for me that I'm the only person of color?
Classrooms created on the foundation of multicultural principles will purposefully seek to create an inclusive environment, incorporate a variety of instructional methods and assessment strategies, and expect quality work from all students. Classroom dynamics of this nature will promote higher levels of student engagement, thereby positively shaping the learning experience.