ABSTRACT

Students of all ages want to fit in with their peers and they are concerned that directly sharing possibly unpopular feelings about race, poverty, and drug addiction threatens to place them at odds with other members of the classroom. In the “race in schools” example, for instance, responses from particular classes can vary greatly in their knowledge and comfort around the issue. The set of closed-ended statements must contain a robust set of narratives for consideration; therefore, if critical narratives are missing from the student responses, then they should be added by the teacher. Almost without exception, the quantitative presentation of the “stock” and “concealed” narratives, along with summaries of truth content evaluation for self and others, spurs students to interrogate the results. The movement out of the “forming” and “storming” phases into the “norming” stage is always a challenge because many students are often uncomfortable sharing beliefs that may run counter to other members of the class.