Dear Sophie et al.:
Thanks for the question/comment. I've been curious about this too. I'm
teaching in the US in a mostly white (perhaps 80%) school. For me, I've
seen no real problem with participation by black students. Basically, some
blacks have failed to participate but the percentage is not much different
than in a regular class. Actually, the participation is probably better in
the TBL class. The more notable good news, however, is that the teams have
seemed to work well for the participating black students in that, the TBL
set-up substantially reduces racial barriers (in class at least) within
teams. ...no point in dividing up by race when you're the only one of your
race... but I've also had no problem with teams that have two or three of
each race (perhaps because, with small groups, folks find other things to
sort on other than race).
More interesting for me, we have a good number of Japanese students. When
I've had them, I've been very pleased at how the teams essentially forced
them to participate. Since one main reason they are here is to perfect
their English, I saw this as working very well. Almost all of these
Japanese students got A's and did participate. The experience should have
been wonderful for them.
The problem, after about one year of using TBL, not a single Japanese
student has enrolled in one of my TBL-based classes. I've been on the look
out for an "entree" into the Japanese student community so that I can make
my case to them.
Best,
On Tue, Jan 27, 2009 at 4:23 PM, Sophie Sparrow <[log in to unmask]>wrote:
> Hi all,
>
> I have been using TBL in some law school courses starting a year ago. In a
> few classes, the teams have not gelled. In several of these instances I've
> seen that some students of color and some ESL students seem to participate
> less than their teammates, and that their teammates' assessment of them at
> the end of the semester reflects the impression that those who participate
> less - speak less, volunteer less - receive lower evaluations from their
> peers.
>
> Some students have told me that they have felt not listened to by the
> majority in the team. For example, if the majority of the team are native
> English speakers who rapidly analyze concepts verbally, they may lack the
> patience to wait while a non-native English speaker takes the time to
> formulate and state ideas. Similarly, those whose cultural backgrounds
> incline them to be more reserved have been assumed by their peers to be
> disengaged, when in fact, they come from cultures where questioning others
> is considered disrespectful. I think for other reasons, some students do
> not feel safe taking risks when they are in the minority.
>
> Suggestions about how to help teams work on these issues?
>
> Thanks very much -
> Sophie
>
> Sophie M. Sparrow
> Professor of Law
> Franklin Pierce Law Center
> 2 White Street
> Concord, NH 03301
> 603-513-5205
> 603.225-9647 FAX
> [log in to unmask]
>
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