Zoom Backgrounds

The Productive Discomfort Group discussed how to handle Zoom backgrounds that disrupt classroom learning by examining a script written by Gonzaga theater students based on an event that occurred in a classroom.

Dr. Kristine Hoover presented the attached PowerPoint on “Calling in not Calling it in…” to provide background on embracing the tension and creating community agreements. Then participants were given the attached script and sent to break out rooms for discussion of the following questions

What is realistic and not realistic about this scenario?

Yes, it is realistic. These things can happen in a classroom, could be a student with a MAGA hat, a sexually explicit shirt or confederate flag, a class discussion about rape that triggers someone who experienced sexual assault trauma even when the professor is protective of survivors – a student says “she was asking for it.”

No, it’s not realistic. Kyle understands microaggressions and backs down too easily. Rarely could we resolve such a difficult situation so quickly and easily. The scenario is somewhat simplistic. It seems a little easy to resolve – not as easy to work through with people with strong opinions.  Faculty may have good training but are students as open to the process as this sample.

What aspects of the scenario could be improved? 

Enhance Kyle’s family connection – his dad is a police officer and the flag is historically a symbol of the honor and courage of men and women in law enforcement, which he could include in his explanation as to why he has this as his Zoom background – helpful to understand why he feels strongly about this and contributes to the dialogueSpeak to how some symbols have been co-opted. The flag was originally to honor law enforcement. How has it been co-opted. There are multiple meanings of symbols, intent vs. impact?

Do you want to focus on those two students? Was there a missed opportunity for the whole class? It could be an opportunity for a teaching circle or discussion with the whole class.  There are ways to make a topic even in the most technical fields.

What if Melissa was wearing a Black Lives Matter T-shirt?

What parts of the conversation are important to include? Are there unnecessary parts?

There was a discussion of whether this is a microaggression – introducing it in this way, does that frame the situation prematurely?

Was the “Saturdays are for the Boys” background an improvement or more of the same?

The fade to white and “tolerance filter” part of the script is not helpful since there is no such option, and the topic we want to focus on is about more than just tolerance

Can you come up with one best practice in terms of how you might respond?

Embrace the tension. Identify harm in moment and respond to the whole class in that moment.

Use the zoom functionality to send folks into breakout rooms and hold one person back to discuss it proactively

Take a pause: “Let’s examine what happened. Why did you say that?”

 Say “I’m not sure what to do with that….” to acknowledge something just happened that should not be ignored but need some time to process – it is okay not to have all the answers – these are complex, multi-faceted issues, and the point is to acknowledge the comment or Zoom background may have caused pain or discomfort and to try to learn about the perspectives of others and have empathy

Acknowledge your own discomfort and maybe use the “Open the Front Door” technique.

Ask student about intentionality. Are you intending to do harm?

Take a pause. We discussed the “dog pause.” This is a look a dog gives you when you cock their head like they are trying to hear you better.

What ideas/themes/best practices would make this video a helpful resource for faculty?

Recognize that Gonzaga is a predominantly white institution and that all students including BIPOC students are looking to faculty to take the lead and to have their backs.

Don’t have to offer solutions within the vignette itself if we include teaching questions to accompany the scenario – important to note that multiple perspectives exist and that context matters – provide guiding questions in supplementary material that goes along with the scenario that align with the strategies Kristine described (assume best intentions/presupposition, ask about intent, take a holistic approach, lean into curiosity as opposed to blaming or shaming, remember that convictions can come from a place of never really being examined so creating space for dialogue is very important)

What could have been done to prevent this?

Create community agreement or commitment of respect at the beginning of the semester.  Involve the class in the discussion. 

When an incident occurs, hold the class accountable by going back to the agreement. Ask that students hold the instructor accountable to the agreement, too.

What would have prepared you and your class for something like this?

Response could depend on how long students have been in the Gonzaga community. There would be different responses based on whether the students are first-years or seniors.

Faculty resources, more vignettes, restorative circle so each can speak about their feelings.