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This is very scary. I know that as a teacher whenever I speak about whiteness, colonialism and justice, some students are receptive right away...others seem to take more time. I worry that others shut me down completely and then take everything as a personal affront.
There's a lot of solid research showing students react poorly when being challenged to rethink their world views, such as through the sociology of history and critical race studies. POC are doubly punished by resentful students when they teach about anti-racism.
Makes sense. Which is y I think as a W educator the responsibility should b even more on me. I have a small # of W men in my classes but I don't wanna leave them behind in those discussions or I lose them 4ever. It's hard cuz they dont always tell you how they feel till the evals
Can you do evals more often? The times I've been in charge of my own course and it's been brand new I try to build in feedback early on so I can fix things that aren't working and address concerns.
Yes, but IMO mid semester evals are hardly anonymous & some students don't really address some issues till the end of the semester evals, and I don't blame them. It's easy to figure out which students wrote what when it's a small class and you know your students fairly well IMO
I've been trying to think about why mine have seemed successful. I wonder if it's because I've tended to do procedural based feedback sessions. 1/2
That way it's not so much what they think about me, but how information is transmitted, time to complete assignments, things that aren't directly about me that they may feel more comfortable responding to honestly. 2/2
students and pretty much everyone else 
and if it's a 1-on-1 you often end up all "no I don't think you're the worst person ever for being white" when someone inevitably derails an attempt at explaining
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