Research evidence over the past two decades has mounted, supporting the assertion that feelings of exclusion-whether conscious, unconscious, or subconscious-have significant influences on student learning and working memory, as well as the ability to perform in academic situations, even when achievement in those academic arenas has been documented previously (e.g., Steele and Aronson, 1995 Steele, 1999).” “Many studies have documented that students from a variety of backgrounds in undergraduate science courses experience feelings of exclusion, competitiveness, and alienation (Tobias, 1990 Seymour and Hewitt, 1997 Johnson, 2007). Eddy & Hogan, 2019 found that Black students in traditional lecture classes were “2.3 times more likely to report a lower level of in-class participation than students of other ethnicities.”Īs Tanner, 2013 states in Structure matters: Twenty-one teaching strategies to promote student engagement and cultivate classroom equity: Leveraging Best Practices from Remote Teaching for On-Campus EducationĬonsider inequities in student speaking timeĪ recent study by Lee & McCabe in Gender & Society found that men are 1.6 times more likely to participate verbally in a college classroom than women, concluding that “these gendered classroom participation patterns perpetuate gender status hierarchies.”Ī 2016 Brown University study found that 86 percent of white students, compared to less than 80 percent of Hispanic, Asian, and Black students, felt somewhat or very comfortable speaking up in class.Lessons Learned from Remote Teaching & Learning.

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