Perspectives: What Excludes Students?

Interacting With Only a Subset of the Students

Students choose to participate in class (or not to participate) for a wide variety of reasons. Lack of participation is not necessarily a signal that students think their involvement is not welcome.

However, students will feel excluded if they have reason to conclude that the instructor isinterested in interacting with only a particular group of students (such as students from a particular social or ethnic group, or students who sit in the front row). It's possible that students might draw this conclusion when, from the instructor's perspective, he or she is simply calling on the students who raise their hands.

Research has shown that instructors can appear to be highly selective in their interactions with students -- for example, not acknowledging answers given by female students in the same way that they acknowledge answers from male students -- even though the instructors being observed reported that they were not intentionally doing so. These findings suggest that it is always a good idea keep a close watch on who participates, and to look for ways to invite participation from all the students in the class.

On this page you will find

• Instructor Perspectives
• Student Perspectives
• Strategies and Resources

Interacting With Only a Subset of the Students

Instructor Perspectives

Here are faculty comments on different situations which show how they perceive the challenge of getting more than just a few students to participate:

• "Only one particular group of students consistently participates in class discussions. Ideally all would be participating, but calling on them directly can make students uncomfortable by putting them on the spot. The vocal minority contributes a lot to class, but are they stifling the rest?"

• "In a sea of otherwise homogeneous faces, there are three students who appear distinctly different from the rest. They sit apart from the rest of the students, and do not participate in class discussions. How can I include them without singling them out in front of the whole class?"

• "Part of having students take responsibility for their learning is expecting them to take initiative to express themselves during class. If they're not ready to do that at this point, whose problem is it?"

• "Female students in the department have been talking to another professor about my 'condescending attitude and comments' -- but I have no idea what they could be referring to, and no memory of making comments that could be interpreted as condescending to women."

• "Sometimes I hear students say things that could offend other people in the class, and I'm unsure what to do. Is it my role to intervene? What should I say? While I hesitate the moment passes."

Interacting With Only a Subset of the Students

Student Perspectives

Here are student comments on different situations which show how they might draw the conclusion that only a few students are welcome to participate in class:

• "By the time I've thought of something to say, the discussion has moved on."

• "I don't really feel like I can say anything. I think the professor already picked out the 'smart' students and doesn't care about the rest of us."

• "I feel like all the other students sit back and roll their eyes when I ask a question. Maybe I just don't belong in this class."

• "I've got lots of questions and stuff I'd like help with but I feel like I'd be asking stuff that everyone else already knows about."

• "Every time something about African Americans comes up in class the professor looks at me as if I should react somehow. I don't know if he's worried that I'm going to be offended or something but it makes me feel uncomfortable."

Interacting With Only a Subset of the Students

Strategies and Resources

Inclusive Teaching Strategy guidelines are designed to help you get started thinking about ways to respond to these issues, and they will also provide you with links to additional resources, tools, and examples:

• Foster Equitable Class Participation

What Excludes Students - More Examples

• Conveying Disrespect, Unfairness, or Lack of Confidence in Students
• Disregarding Student Backgrounds, Preparation, or Life Events That Affect Learning
• Teaching in Ways That Favor Particular Backgrounds or Approaches to Learning