| Periodical Title | The American Philosophical Association Newsletter on Feminism and Philosophy |
| Author(s) | Lauren Freeman |
| Editor(s) | Margaret A. Crouch |
| Abstract | This paper argues for creating “safe spaces” in undergraduate philosophy classrooms to increase participation and retention of students from underrepresented groups. After defining safe classrooms and reviewing research on biases and stereotype threat, the author presents five strategies: 1) increasing diversity of philosophers included in curriculum, 2) setting classroom climate expectations, 3) educating about stereotype threat, 4) providing opportunities for underrepresented students to voice concerns, and 5) mentoring underrepresented students. Responding to the objection that unsafe spaces better challenge assumptions, the author argues a baseline psychological safety is needed first. The paper concludes that safer philosophy classrooms will increase diversity and improve discourse. This content was generated by artificial intelligence using the text of the original work. |
| Pages | 3-12 |
| Volume | 13 |
| Issue | 2 |
| Keywords | Safe spaces, Implicit bias, Stereotype threat, Underrepresented students, Diversity, Philosophy classrooms, Pedagogy, Curriculum reform, Mentorship, Classroom climate, Participation, Retention This content was generated by artificial intelligence using the text of the original work. |
| Date Published | Spring 2014 |
| ISBN/ISSN | 2155-9708 |
| URL | https://cdn.ymaws.com/www.apaonline.org/resource/collection/D03EBDAB-82D7-4B28-B897-C050FDC1ACB4/FeminismV13n2.pdf |
| Open Access? | Yes |
Comments are closed, but trackbacks and pingbacks are open.