How Appropriate are Genealogical Research Projects?

Librarians are gatekeepers for student experience, and sometimes we have the opportunity, and I think maybe the responsibility, to intervene on behalf of students. Student assignments that concern me are genealogy-based research projects in which students research their family histories. I haven't heard of any students objecting to these, and I know that some instructors assign such work for a variety of good reasons, but I would intervene if I found a student uncomfortable with this type of assignment.

Despite the good reasons for doing the research, for some students there are reasons why they might find them uncomfortable and intrusive exercises. In pursuing a cultural family unit, a variety of research subjects should be presented without a child even having to first indicate that they are uncomfortable about talking about their family. For children who are adopted, in foster homes, had a parent die from violence or who are part of what some people refer to as "non-traditional families," these classroom assignments can cause more trauma than enlightenment. Some children are from families with low literacy skills, and might not be able to research the family history that easily. The documents necessary might be located overseas and the information might not be obtained cheaply and easily. A number of issues regarding birth parents, paternity, and relationships might come up that children were not aware of prior to beginning the project. No amount of learning value comes from some child having to deal with some of this information due to a school report.

Alternative study units might include a general culture report and might cover something like naming traditions, special ways in which new births are celebrated, and how mothers and fathers are recognized. A general report about the role of grandparents in a given culture without obligating a student to present specific personal examples would be another possible example. A general cultural and historical report on a country of family origin would also be something that I think an instructor should find acceptable.

The skills we want to teach do not need to come specifically from genealogical research, and if an instructor insists on genealogical research, that instructor should allow researching a historical person whose family background can serve as a substitute.