Engagement with Diversity Experiences: A Self-Regulated Learning Perspective

Abstract

In this chapter, we use a self-regulated learning perspective to examine how students respond to the cognitive and emotional challenges of diversity experiences. Self-regulated learning (SRL) is the cognitive, motivational, affective, and behavioral strategies students use to help themselves learn (Zimmerman and Labuhn in APA educational psychology handbook, Vol 1: Theories, constructs, and critical issues. American Psychological Association, Washington, DC, pp. 399–425, 2012). We present a new process model of learning and resistance that describes how a student’s previous beliefs and experiences interact with the classroom environment and how, when students perceive a threat to their goals, values, or well-being, they choose one of three pathways to bring the environment back in alignment: learning strategies, learning-focused coping, or learning-resistant coping. We describe the process model in depth and give examples of how a student’s strategies and coping affect the learning environment. We conclude with implications for instructors.

Appendix: Lesson Plan

Materials needed: Sheet of paper and writing utensil for each student, copy of Fig. 8.1, and area for recording class guidelines and regulation strategies.

Part 1: Goals and Threats

In this section, students identify the goals and values they bring to the experience.

Instructor::

“Everyone has different goals when they come to an activity like this. Of course, our hope is that you want to learn as much as possible, but as learners we usually have more than one goal. Make a list of three to four goals that you have for today, and then rank them in order of what’s most important to you.”

After giving students 2–3 minutes to list and rank their goals, the instructor should explain the learning objectives for the day and the content that will be covered. Then give students a few minutes to identify beliefs and values that are relevant to the day’s learning objectives.

Instructor::

“Since my main goal is to have you meet our learning objectives, this activity is going to be structured toward those goals and this content. Sometimes what happens in the class will conflict with one of your goals or values. When you experience a conflict, you might feel confused, or uncomfortable, or angry, or sad. We call this experiencing a sense of threat or being triggered. On your page, write down some ways that you might feel threatened today.”

Part 2: Process Model

In this section, students learn about the process model. The instructor may want to supplement this section with the idea of comfort zones and learning edges. Introduce the model in Fig. 8.1 and explain the multiple pathways.

Instructor::

“When people experience threat, they try to cope with the threat to make themselves feel better. People respond to threat in different ways. Some people lash out. Some people become silent. Other people try to reason with themselves. We call these responses coping. Some coping is directed at trying to get back to a place where you can learn, and other coping is about just trying to feel better. How you choose to cope will influence me and everyone else in the class. Then we start the cycle again. Can someone give me an example of each type of coping?”

Part 3: Group Norms and Regulation Strategies

In this section, students think about how to help themselves and each other self-regulate. Try to create strategies that students can use on their own as well as ways for students to hold each other accountable. Note that some students may feel uncomfortable with other students “calling them out,” so be sure to discuss individual preferences and come to a consensus or majority view on the collective strategies.

Instructor::

“As I said, going through these cycles is a part of the learning process. Our goal is to help each other spend as much time using learning strategies rather than having to cope. However, sometimes we will feel threatened and need to cope. Fortunately, we can use each other as resources. Let’s make a list of guidelines for behavior to minimize threats to each other. Let’s then identify learning-focused coping strategies to use if we find ourselves or another person on feeling threatened.”

After identifying group strategies, have students identify specific strategies that they want to use throughout the activity and write those down. Encourage students to keep their lists visible to them.