26

ABOUT CAMPUS / MAY–JUNE 2007

VENTURING INTO SCARY PLACES:

THE MINORITY EXPERIENCE

By Craig Bennett

Students who have lived as part of a majority for their entire life may find it frightening to be asked to visit a place where they will be in the minority. Craig Bennett uses

this assignment to demonstrate to his students how some people feel every day.

OUR CLASS MOTTO for the courseStrength Through Cultural Diversity is“Keeping it real!”When I say this, some stu-

dents shoot me strange, questioning looks. Still, I con-tinue with my lesson plans, unfazed, because I amcertain that to get the most out of their experience inthis class, students must take risks and share thoughts,feelings, and ideas that they may have been taught tosuppress or refrain from uttering for fear of offendingothers. I also explain that ifthis class is not somethingthey want to be engaged infor the next fifteen weeks,they should probably with-draw, because in this class, itis impossible to hide.

One moment that par-ticularly reinforced my be-lief that learning mustinclude taking risks oc-curred during a week inwhich I asked students toread and then discuss achapter defining and illus-trating privilege in domi-nant culture. In an attempt to engage the class (first-yearstudents through seniors) on the topic, I posed the ques-tion “Who can share an experience in which you werethe only person representing your race in a room?”There was no response. During the silence, I began toquestion myself.Was this an ineffective question? ShouldI have allowed my students to discuss their experiences

in small groups before our large-group discussion? Werethey not engaged? Did they not reflect on their ownexperiences while reading the assignment? As I scannedthe class, they all appeared to be Caucasian; is it possi-ble that they had not ever experienced being in theminority?

The demographics of this student population sud-denly hit me. In the fall of 2005, Miami University hadapproximately 15,300 undergraduate students, of which

8.2 percent represented mi-nority races.According tothe Higher Education Re-search Institute, 64.1 per-cent of parents of first-yearstudents earned a combinedincome of more than$100,000.As I reflected onstudents’ writing and classdiscussion, I realized thatthe majority of students inmy class had been born andraised in a white neighbor-hood, had attended pre-dominantly white schools,and currently attended a

predominantly white university. Many also reported thatthey associated with white friends and attended a whitechurch. One student, for example, wrote for a classassignment,“As a freshman in high school through mostof my freshman year of college, I was pretty racist. I didnot think black people were as smart as white peopleand I thought that they all sold drugs and committed

INpractice

THE MINORITY EXPERIENCE

ASSIGNMENT CHALLENGES STUDENTS

TO ACTIVELY PARTICIPATE IN A

CULTURAL EVENT IN WHICH THEY

CAN EXPERIENCE MINORITY STATUS.

27

ABOUT CAMPUS / MAY–JUNE 2007

crimes. I was from an all-white neighborhood and wentto all-white parochial schools with other Catholic kids.My friends shared the same views and did not try toconvince me otherwise.”All of this prompted me toconsider more carefully how my students’ backgroundsmediated their approach to a course focusing on aware-ness of white privilege, race, class status, sexual orienta-tion, and gender.

Realizing that I couldnot assume that my studentshad much (if any) experi-ence being in the minority,I began to seek out advicefrom my colleagues whoalso teach Strength ThroughCultural Diversity. Mostconfirmed that they, too,struggled to find studentswho could give examplesof instances in which theyhad been in the minority.Thus, when one instructor(Brian McElwain) told meabout an assignment he hadbeen using entitled “TheMinority Experience,” Iimmediately implemented the framework of the assign-ment. I surmised that if the majority of my students hadnot experienced being a minority, then I must providean opportunity for this learning experience to takeplace.

UNLESS AWARENESS of difference occurs, manystudents may never rid themselves of their per-

ceptions, assumptions, judgments, and stereotypes aboutpeople who are culturally different from themselves. Onewhite female student’s story about her experience as agrocery store cashier reminded me of the importance ofhelping students experience difference.The student said,“As soon as an African American walks in the door, oursecurity department freaks out.They tell the frontlinemanager the description of the person and within fiveminutes every cashier is aware of the person. Even if it’sa woman with children, they still watch her like a hawk.

This flabbergasts me. If a white boy comes in with baggyclothes and a swagger in his step, they couldn’t care less.It’s all about skin color.” Such a story compels me tofearfully wonder,“What if episodes like these are stu-dents’ only exposure to difference?”The Minority Expe-rience assignment helps students experience being in theminority and helps move their ideas beyond those they

have formulated throughrare encounters with dis-crimination.

The Minority Experi-ence assignment challengesstudents to actively partici-pate in a cultural event inwhich they can experienceminority status.Typically, Iexplain the assignment indetail during the third weekof the semester. This ar-rangement allows studentstime to explore differentexperiences and write apaper in which they criti-cally reflect on their expe-riences by midsemester.Their experiences then

serve as the impetus for the final eight weeks of our dis-cussions.When I explain the assignment to students,manyof their faces became masks of panic and some studentsquestion the necessity of the assignment. For example, awhite female student protested that time alone wouldallow for these experiences to occur.“Why have a forcedassignment?” she asked.“I think that as I become older, Iwill only become more open to people of different races.I am not going to learn anything from this.”

Because I regard this assignment as a risk, an essen-tial teaching and learning opportunity to develop aculturally aware and culturally sensitive student, I amnot alarmed by student resistance; in fact, I comearmed with plenty of support and suggestions to helpstudents complete it. First, I let them know that I willalso be a participant in the minority experience. SinceI began assigning the Minority Experience, I (a straightCaucasian male) have attended a gay nightclub, wor-shipped at several African American churches, andspent time in Over the Rhine, a predominantly AfricanAmerican neighborhood in Cincinnati. By entering“scary places” (as many students describe them), I havegained insight into my expectations for students’ par-ticipation in the Minority Experience assignment. Myparticipation has also allowed me to relate to my stu-dents’ apprehensions and other feelings before, during,and after their experience.

A WHITE FEMALE STUDENT WROTE,

“NOT ONLY WAS I SELF-CONSCIOUS

ABOUT MY SKIN COLOR, I NOTICED

THAT MY TYPICALLY HIGH

SELF-CONFIDENCE VIRTUALLY

DISAPPEARED.”

Craig Bennett is assistant director and senior advisor for theRonald E. McNair Scholars Program at the University ofCincinnati. He does most of his diversity teaching at MiamiUniversity of Ohio. He has taught 27 semester sections ofStrength Through Cultural Diversity. His e-mail address isbennetcj@muohio.edu.

We love feedback. Send letters to executive editor MarciaBaxter Magolda (aboutcampus@muohio.edu), and pleasecopy her on notes to authors.

My expectations for student learning from theassignment are very high, so I provide detailed guidanceon what can and cannot serve as an acceptable minor-ity experience. I kindly dismiss suggestions from stu-dents that they would be minorities if they attended aSigma fraternity party, since they are Kappa. I also dis-cuss two viewpoints surrounding minority status: num-bers and power.The first view is obvious—that is, beinga minority in terms of numbers.The idea here is thatthe student should step into a situation in which fewpeople in that setting fit their particular social identityin terms of race, sexual orientation, religion, or someother social dimension relevant to the class.

It is possible to be a minority in terms of numbers,yet still be effectively in themajority if one is part ofthe group that holds themost power. Issues of powerare often overlooked whenpeople think about what itis to be a minority. For ex-ample, some students expressinterest in volunteering theirtime to assist the elderly ata nursing home or servefood at a soup kitchen. Butwhile a relatively young,able-bodied, or middle-classstudent may be outnum-bered by those who do notshare his or her advantagesin such situations, this ex-perience does not fit theassignment because the stu-dent is still in a position ofpower.

Another example worth mentioning is a Christianstudent of one denomination attending the service ofanother Christian denomination—for example, aCatholic, Baptist, Methodist, or Presbyterian service.Each of those groups professes Christianity in some way.If the student’s interest lies in exploring issues of reli-gious diversity, he or she needs to move clearly outsideof any group associated with his or her own religioustradition. In other words, a Christian student might con-sider attending a worship service or other social eventsponsored by a Jewish, Muslim, or Buddhist group.

Typically, one to three of the twenty-five students inmy class do not consider themselves Caucasian.These stu-dents usually greet the assignment with enthusiasm andare quick to identify their minority experience. I sensethat they are eager to hear about their white classmates’chosen experiences and what happens because of them.

STUDENTS GENERALLY have creative ideas onhow to immerse themselves in a minority experi-

ence. Some experiences that surface every semesterinclude attending queer-friendly establishments, using awheelchair at a shopping mall, or attending varioustypes of religious rituals. However, the experience thattypically generates the most awareness and challenge iswhite students attending an African American church.One white female student explained,“I knew I was introuble with this assignment when I asked my friend,‘you are going to have to help me find a safe blackchurch to go to.’ She looked at me and said, ‘Did youjust hear what you asked me?’ It was at that point Iknew I needed this assignment to challenge my beliefs.”

Even before studentsopen the church doors,their anxiety about the ex-perience is sometimesoverwhelming.“My stom-ach ached as I got ready forthis experience” or “Youcould see my heart beatingthrough my shirt, I was sonervous” are common sen-timents. In addition, manystudents discuss changingtheir minds about attendingthe service while gettingready, because they are notsure what would be appro-priate to wear, while othersdescribe turning back oncethey reach the parking lot.Whether or not the stu-dents follow through withthe experience, learning is

taking place.Their racial identity, for once in their life,becomes an issue.“For the first time in my life I feltwhite,” one white female student noted.“This may notsound like much, but after gliding through 21 yearswithout thinking about my race, it hit me hard.”

For those who do choose to continue their expe-rience and open the door, their journey is just begin-ning.Another white female student wrote,“As I openedthe doors [to the church], I got a sweeping feeling ofanxiety and apprehension. I looked forward and saw asea of black faces staring back at me.This was probablythe first time that I ever felt like a minority in a situa-tion. Not only was I self-conscious about my skin color,I noticed that my typically high self-confidence virtu-ally disappeared.”

Some students choose to involve their families inthe experience, for which I give a silent cheer.This

28

ABOUT CAMPUS / MAY–JUNE 2007

ONE WHITE MALE HAD THIS

REVELATION: “WHEN THE SERVICE

WAS OVER I COULD WALK OUTSIDE

THE DOORS AND I WAS

IN THE MAJORITY AGAIN.

ONCE THEY SET FOOT OUTSIDE

THE CHURCH, THEY SUDDENLY

BECAME THE MINORITY AGAIN.”

allows awareness to spread through an entire family andtheir extended contacts. However, even with support,anxiety still exists. “I asked my dad to go with mebecause I was too scared to go on my own,” a whitefemale student explained.“My biggest fear was that Iwould sit next to a black person and they wouldn’t wantme to sit next to them.”

Through students’ written reflections, I observe aremarkable transition that transpires during the serviceas students move from viewing the experience as some-thing entirely foreign to them to seeing it as an experi-ence that is similar to their own place of worship. Awhite male recalled,“The fact that it [church service]was pretty normal is what had the biggest impact onme. In our society we are so scared of things that wedeem as different.Yet, whenit comes down to it our dif-ferences are not nearly aslarge as we make them tobe.”Though the evidenceof similarities exists, somestudents dig deeper and aresaddened by some of themore evident differences.Awhite male commented,“The practices performedwithin the service made methe visitor/minority feelwelcome and a part of thegroup. Whereas if any [ofthese] members were to attend my church, they wouldnot find a welcoming greeting.”

After the last hymn is sung at the “scary” church,students begin questioning prior perceptions and reflecton the issue of how they benefit from their whiteness.One white male noted,“For [the attendees] Sunday ser-vice is probably the only time of the week that theydon’t feel like the minority.”These complex reflectionsand new levels of awareness are also relevant in otherclass discussions that address issues of affirmative action,law,American history, or literature.

These student experiences last only one to threehours, and probably in the back of their mind, theyknow they will be leaving the scary environment andreturning to their life in the majority soon.Yet throughthis assignment, students have the opportunity to expe-rience a paradigm shift.Through the experience of beingthe different person, a cultural awareness occurs and newthinking emerges; students’ way of perceiving, interpret-ing, and understanding the world shifts. One white malehad this revelation:“When the service was over I could

walk outside the doors and I was in the majority again.Once they [regular members] set foot outside BethelAME [African Methodist Episcopal Church, Oxford,Ohio], they suddenly became the minority again. Now,because of this simple experience I can give an exampleof how I benefit from white privilege.”

AS A RESULT of their shift in thinking and, per-haps, some further support, I believe students will

begin taking more intentional actions to diversify theirexperiences. For example, a student might initiate aconversation with a student of another race while wait-ing for the bus rather than enduring awkward silence.“After this experience,” a white male said,“I vowed tomyself that I would always try to reach out when I find

myself in a situation whereI can make someone feel alittle more comfortable.”Or maybe when one oftheir friends begins tellingracist jokes, another studentwill take a stand becausenow he is aware of hisprivilege and the negativeimpact such jokes have onsociety. More poignantly,students will have a bettersense of the vulnerabilitythat minorities feel in theface of thoughtless cruelty.

End-of-semester evaluations confirm students’ pos-itive reactions. On the item “I believe this course helpedme understand, accept, and become sensitive to the dif-ferences in others around me,” 45 of 61 students marked“Strongly agree “and 15 marked “Agree.” In response to“I believe this course helped me understand culturaldiversity is a strength,” again 45 of 61 students marked“Strongly agree” and 15 marked “Agree.”

Analyzing student reflections and observing thecomplexities of their anxieties as they are making theparadigm shift is the most uplifting experience I haveever had as an instructor.There is no doubt in my mindthat this assignment results in essential learning and apowerful paradigm shift for all students involved.

NOTE

Higher Education Research Institute. (2005). 2005 CIRPinstitutional profile. Los Angeles: University of California,Los Angeles.

29

ABOUT CAMPUS / MAY–JUNE 2007

A WHITE MALE RECALLED, “WHEN IT

COMES DOWN TO IT OUR

DIFFERENCES ARE NOT NEARLY

AS LARGE AS WE MAKE THEM.”

�