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Every human has a right to physical and emotional safety. However, there is a difference between safety and comfort—a point Professor Malcom attempted to convey to Chris. Growth occurs through disruptions of existing schemata, often as a result of questioning previously held beliefs. This notion is exemplified in cultural identity models that describe encounters or experiences in which dominant ideology is challenged and the reality of cultural complexity comes into focus (Hipolito-Delgado, 2009). These growth encounters are cognitively and emotionally uncomfortable, as one is forced to reconcile new information and the realization that previously held beliefs were incomplete. It is unrealistic for students like Chris to expect to experience growth in cultural competence while maintaining a sense of comfort.

In the case, addressing Anne’s comments can be uncomfortable for Anne, Professor Malcom, and the class; this is probably why the remainder of the class period was tense. Still, faculty members need to be intentional about addressing bias and microaggressions through classroom activities, readings, and discussion (Hipolito-Delgado et al., 2017). When bias goes unaddressed, students from marginalized communities can feel alienated and unwelcome (Haskins et al., 2013). Thus, the comfort of privileged students is maintained at the expense of students from marginalized communities.

Engaging in critical conversations around bias presents a learning opportunity. Students can more deeply question their beliefs, learn how their words and actions impact others, and experience how to engage in conversations about difference. Professor Malcom did a good job of asking Anne to think more deeply about her biases. However, he might have used this as an opportunity for the class to engage in a deeper conversation about racial bias and sociopolitical opportunity. This may have allowed the class to investigate the origin of biased thoughts and the role of dominant discourse and propaganda in furthering bias. In addition, Professor Malcom might have invited students from marginalized communities to share their thoughts and feelings, allowing them to process their emotions. Although such a conversation might have been uncomfortable, Professor Malcom could have better attended to the needs of all students in his class.