Rounding up the blog series exploring the paper Kleinman, S. and Copp, M., 2009. Denying social harm: Students’ resistance to lessons about inequality. Teaching Sociology, 37(3), pp.283-293.
Blog five of five, by Natalie Iddon Blanchard.
Hi folks, have you caught up on our foray into Denying Social Harm: Students’ Resistance to Lessons about Inequality yet? In this month’s Research-to-Social Cycle, Chrissi McCarthy, Director of COBE, walks us through Kleinman and Copp’s (2009) methodology and findings on how and why students resist learning about social inequality in sociology classrooms.
After reading it, I had thoughts. Many thoughts, many questions, and plenty of inspiration… which I think is half the fun of discovering research. Or is it half the pain? Let’s go with the former!
My main musings were: what might resistance to recognising inequality look like in the next 45 years? And in the workplace versus the classroom? Would the siloed environments of large organisations, with mobile or off-site employees, reveal different “folk beliefs”?
First, let’s imagine how resistance may evolve
The folk beliefs identified over the past 45 years still circulate, but we now see them dressed in new labels: reverse discrimination, cancel culture, identity politics gone too far. These serve the same function as before—resisting recognition of systemic harm.
Now let’s take this out of the physical classroom and into the digital world of work and society
Blog 3 (of 5) reminds us that context shapes voice. Today, much of that context is digital. Online meetings, faceless data collection, forums, and social media all provide new channels where resistance can be amplified or masked. If we continued this methodology, we might find that digital cultures not only silence some voices but also embolden others to resist in different ways.
How the classroom findings apply to the workplace
In our work at COBE, we often find ourselves in environments where the majority of people are resistant to acknowledging inequality. It’s a challenge we love to rise to and, 99% of the time (ok—the percentage is anecdotal, but check out our testimonials if you’re curious!), we can help whole organisations move toward understanding, accepting, and recognising everyday, unintended examples of inequality.
For leaders and EDI champions, the blog’s key takeaway remains: expect resistance, and see it as shaped by environment and fear of discomfort rather than malice. The value lies in reminding us to listen across time and context, even if the data is imperfect. Rinse and repeat, as time and context evolve.
Recognising inequality can be uncomfortable, but imagine if we used the next 45 years to put this research into practice in a faster-moving society.
A practical resource
If you are coming up against resistance in your project, team, or organisation, test out these five steps. They are designed with online collaboration and feedback channels in mind, for use when fact rather than folk belief feedback is required:
Step 1: Notice the pattern
Who speaks most often, and least, in meetings or workshops? Ask yourself: Whose perspectives haven’t we heard?
Step 2: Acknowledge it openly
For example: “We’ve heard strong views from a few colleagues. I’d also like to bring in perspectives we haven’t yet heard.”
Step 3: Offer alternative channels
Invite input beyond speaking up in the room:
- Short anonymous survey (digital or paper)
- Private check-in conversations
- Chat function or digital board during online sessions
Step 4: Balance the space
- Directly invite quieter voices, with the option to pass
- Use small groups or pairs to reduce pressure
- Set ground rules that all contributions are valid and valued
Step 5: Close the loop
At the end, reflect back what you’ve heard, highlighting diverse perspectives. Share how this feedback will shape actions on fairness.
