Hidden Identities Shape Student Perceptions of Active Learning Environments

Abstract

Active-learning pedagogies represent one suite of tools commonly thought to promote greater classroom inclusivity. However, the social aspects of many active-learning techniques, such as in-class group work, may differentially impact students who feel pressure to conceal certain aspects of their identity, such as sexual orientation, political affiliation, or religion. We used a post-course survey of over 1300 students at a large midwestern University to ascertain which aspects of a student's identity are most salient in their experiences in active-learning environments, especially with respect to group work. Using path analysis, we show that students who are politically conservative, religious, or who commute to campus perceive lower inclusion in active-learning environments, while students who identify as queer report negative experiences in groups. These and other findings lead us to conclude that targeted efforts to improve classroom climate, such as equitable teaching strategies, will benefit students who might feel marginalized in peer-learning environments.

In a “Scientist Spotlight” Intervention, Diverse Student Identities Matter

“…We were disappointed that many of the podcasts were less relatable to politically conservative students than to their liberal peers. At our institution, conservatives are not only outnumbered, they can feel marginalized in class and less inclined to share their thoughts in group discussions (35). Therefore, future iterations of the Scientist Spotlights will aim to include more overtly conservative voices.…”

“…At our institution, recent findings (35) have conveyed the extent to which hidden identities, such as religiosity, politics, sexual orientation, and commuter status significantly impact student perceptions of belonging in the classroom-especially in courses that emphasize interactive pedagogies. For example, at our politically liberal institution (36,37), politically conservative students are less willing to express themselves in class discussions, and feel that they will be judged-by their peers and their instructors-for their political identities.…”

“…and whether the assignments impacted their views of science and scientists. As part of a larger study (35), we collected information on various aspects of student identity, including gender, race or ethnicity, and several "hidden" aspects of identity (e.g., generation in college, sexual orientation, politics, and religiosity). The relevant survey items are included as Supplemental file 1.…”

Starting the Conversation: Initial Listening and Identity Approaches to Community Cultural Wellness,

“…STEM students and faculty are multifaceted. Inclusive needs go beyond providing social support for those with multiple, complex, or hidden identities, lacking belonging, or feeling pressure from institutional group work (14). If not addressed, important recognition of cultural history and individual identities in the science learning process can keep cultures invisible.…”

“…We recognized that with complex identities, some of these may be hidden identities. During social times in classroom group work students decide what to share and may feel a lack of belonging (14). In our identity discussions, this too posed a risk for those deciding how much identity to share (37,38).…”