Cultural/ethnicity issues in the classroom.

Abstract

Discussing sensitive racial and ethnicity issues in the classroom may predispose to heated confrontation if not a legal tangle between the professor and student(s). Students and faculty alike experience uncomfortable feelings in discussing or giving opinions are expressed concerning "isms" (e.g., sexism, socialism, paternalism, feminism, religiosity/spiritualism practices). To minimize the occurrence of this likely situation, implementing a reasoned, systematic mode of discourse is suggested. As a foundation for this approach, modern and contemporary ethical theories are reviewed, and Baldonado's Ethical Decision-Making Paradigm is used to illustrate choosing a morally accepted course of action (act). Implications of culturally sensitivity issues in the classroom, curriculum and nursing practice are presented.