The 2024 election may be over, but as many educators continue to experience, teaching during a presidential election year presents unique challenges, particularly in today’s increasingly polarized environment. For educators, especially those in community colleges, where diverse adult student populations converge, facilitating respectful, inclusive, and productive discussions can be daunting. The stakes are high: Classrooms serve as microcosms of society, reflecting broader political, social, and cultural tensions. In this context, instructors must navigate the complexities of fostering open dialogue while managing potential conflicts that arise from differing political beliefs.

Political polarization in the United States has intensified in recent years, affecting not only the political landscape, but also educational institutions. College campuses, traditionally viewed as spaces for open dialogue and intellectual exploration, have become battlegrounds for ideological conflicts. According to the Higher Education Research Institute (2020) at UCLA, there has been a significant shift in the political orientation of college students, particularly among female undergraduates and minority groups, who have increasingly aligned with left-leaning ideologies since 2004. This polarization is reflected in students' attitudes toward free speech and inclusivity. A survey conducted by the Knight Foundation (2020) revealed that while 81 percent of students support exposure to all types of speech on campus, even if offensive, a similar proportion (78 percent) favor the establishment of safe spaces, where individuals can be protected from harmful or threatening ideas. This dichotomy highlights the challenge educators face: fostering an environment where diverse perspectives are welcomed, while ensuring that discussions remain respectful and do not alienate or harm students.

Facilitating political discussions in a classroom setting requires careful planning and a nuanced approach. In a polarized environment, it is crucial to establish ground rules that encourage respectful dialogue and critical thinking. According to Read (2021), exposure to diverse perspectives in educational settings enhances cognitive skills and prepares students for participation in a democratic society. Therefore, it is essential for educators to create a classroom culture where all voices are heard, and where students feel comfortable sharing their views, even on contentious issues.

One effective way to facilitate difficult political discussions is to establish a strong foundation for dialogue at the beginning of the course. This can be done by collaboratively setting ground rules with students to foster a sense of ownership and commitment to the discussion process. Key elements to consider include promoting respectful communication, encouraging critical thinking, and fostering empathy. Respectful communication involves encouraging students to listen actively to others, avoid interrupting, and refrain from personal attacks. Critical thinking promotes an environment where students are encouraged to question assumptions, consider multiple perspectives, and use evidence to support arguments. Fostering empathy involves encouraging students to understand and appreciate the perspectives of others, even if they do not agree with them.

The demographic composition of college classrooms has shifted significantly over the past few decades. The number of LGBTQ and nonreligious students has increased, and there has been a marked rise in female and minority students. According to data from the Cooperative Institutional Research Program (CIRP) Freshman Survey (Higher Education Research Institute, 2020), minority students have consistently leaned left politically, while female undergraduates have shown a sharp increase in left-leaning orientations since 2004. This shift has implications for classroom dynamics, particularly during politically charged periods such as a presidential election year. Surveys indicate that while a majority of students support exposure to diverse viewpoints, there is also strong support for restricting speech that is perceived as offensive or harmful. For example, 78 percent of students favor restricting racial slurs, and 71 percent support restricting stereotypical costumes (Knight Foundation, 2020). These findings suggest that students are navigating a complex landscape where they value both free speech and inclusivity, but struggle to reconcile the two when they come into conflict.

In this context, it is essential for educators to be aware of the diverse perspectives and experiences that students bring to the classroom. This awareness can inform the development of strategies for managing difficult discussions, ensuring that all students feel heard and respected. Empathy and active listening are critical skills for managing difficult dialogues in the classroom. Active listening involves fully concentrating on what the speaker is saying, understanding their message, responding thoughtfully, and remembering the content of the conversation. This skill is essential for educators who wish to create a supportive environment in which students feel comfortable expressing their views. One technique for fostering empathy in the classroom is perspective-taking, which encourages students to place themselves in another person's situation to understand their thoughts, feelings, and perspectives. Perspective-taking can help students appreciate the complexity of political issues and the diverse experiences that shape individuals' views. Another effective tool is empathy mapping, a visual technique that helps individuals understand the emotions, thoughts, and behaviors of others. Empathy maps typically include sections for what the other person says, thinks, feels, and does, allowing for a deeper understanding of their experience. By using empathy mapping in the classroom, educators can help students develop a more nuanced understanding of their peers' perspectives. Additionally, being mindful of cultural impacts on communication and aware of nonverbal cues, such as body language, facial expressions, and tone of voice, are crucial for understanding the full context of what someone is communicating. Educators can model active listening and empathy by paying attention to these cues and responding in a way that validates students' feelings and encourages further dialogue (Yeung & Ng, 2023).

Case studies provide valuable opportunities for students to explore real-world examples of how political issues have been managed in educational settings. Two notable cases that can be used to facilitate discussion in the classroom are University of Missouri's racial tensions in 2015 and University of Minnesota's free speech controversy in 2016. In 2015, the University of Missouri faced significant racial tensions that led to widespread student protests and the eventual resignation of the university's president. The protests were sparked by a series of racist incidents on campus and a perceived lack of response from the administration. This case highlights the challenges universities face in addressing racial inequalities and balancing the need for inclusivity with free speech considerations. In 2016, the University of Minnesota experienced a conflict between free speech and inclusivity following a controversial display on a campus bridge. The administration's initial response prioritized free speech, which led to tensions among marginalized students who felt that their safety and inclusion were being overlooked. This case underscores the difficulty of managing the balance between upholding free speech and fostering an inclusive campus environment (Thelin, 2019).

Managing emotions is another crucial aspect of facilitating difficult dialogues in the classroom. Political discussions can evoke strong emotions, and it is essential for educators to have strategies in place to manage these emotions effectively. Techniques such as active listening, neutral mediation, and pausing to reflect can help maintain a constructive and respectful environment. Active listening involves showing genuine interest in each speaker's perspective and summarizing their points before responding. Neutral mediation requires the facilitator to remain impartial, guiding the conversation back to the topic at hand and redirecting personal attacks to focus on ideas rather than individuals. Pausing to reflect, such as encouraging a moment of silence or a brief break, allows participants to cool down and consider their words before continuing the discussion. Additionally, reframing emotionally charged statements into more neutral, constructive language can facilitate more productive dialogue. Acknowledging the emotions present in the room, such as saying, "I can see this topic is really important to you," can also help validate others' feelings and calm the environment (Leverette, 2022).

Whether a presidential election year or not, teaching controversial, emotionally charged, and divisive topics require a delicate balance between fostering open dialogue and managing the diverse perspectives and passions that students bring to the classroom. By establishing a foundation for respectful communication, fostering empathy and active listening, and employing strategies to manage emotions, educators can create an environment where difficult political discussions can occur constructively and inclusively. Ultimately, these efforts not only enhance the learning experience but also prepare students for thoughtful and engaged participation in the democratic process.

References

Higher Education Research Institute. (2020). CIRP freshman survey. https://heri.ucla.edu/wp-content/uploads/2023/05/DATA-TABLES-TFS-2020.pdf

Knight Foundation. (2020). Campus speech 2020: New survey reveals college student views on free speech and inclusivity. https://knightfoundation.org/articles/campus-speech-2020-new-survey-reveals-college-student-views-on-free-speech-and-inclusivity

Leverette, T. (2022). The mindful classroom: Constructive conversations on race, identity, and justice. Rowman & Littlefield.

Read, H. (2021). Cognitive-emotional skills and democratic education. Theory and Research in Education, 19(2), 168-184.

Thelin, J. R. (2019). A history of American higher education (3rd ed.). Johns Hopkins University Press.

Yeung, W. L., & Ng, O. L. (2023). Using empathy maps to support design-thinking enhanced transdisciplinary STEM innovation in K-12 setting. International Journal of Technology and Design Education, 1-26.

Dr. Jill Channing is Associate Professor, Educational Leadership and Policy Analysis; Associate Director, Center for Community College Leadership; and Adjunct Instructor, English, at Northeast State Community College in Blountville, Tennessee.

Opinions expressed in Learning Abstracts are those of the author(s) and do not necessarily reflect those of the League for Innovation in the Community College.