How Identity Shapes Teaching and Learning

Implicit Bias and Expectations

Just as students bring biases and expectations into the classroom, so do instructors. These unconscious assumptions can subtly shape core teaching activities, such as designing assignments, selecting course materials, or establishing classroom norms. For example:

• An educator who thrived in lecture-heavy courses may default to that approach, overlooking methods that might better serve a diverse student population.
• A professor’s background might influence their perception of what constitutes “adequate preparation” for college-level work, potentially alienating students with different prior educational experiences.

Reflecting on these biases allows instructors to consider how their own preferences and assumptions might affect their teaching and to make adjustments that create more inclusive learning environments.

Reflecting on Strengths and Areas for Growth

Every educator brings unique strengths to the classroom, whether in mentorship, crafting engaging lectures, or implementing active learning strategies. Recognizing and building on these strengths is essential, but so is identifying areas for growth. Self-reflection can help educators examine teaching practices that may unintentionally disadvantage some students. By acknowledging these areas and seeking improvement, instructors can enhance their effectiveness while staying true to their authentic teaching styles.

Questioning Traditional Teaching Models

Many educators draw heavily on their own experiences as students when designing courses, assuming that what worked for them will resonate with today’s learners. However, student demographics, access to resources, and learning needs have changed dramatically over time. Teaching practices must evolve to reflect these shifts, moving beyond traditional methods to embrace strategies that address the diversity of modern classrooms. This involves questioning long-held beliefs about what constitutes “good teaching” and experimenting with approaches that prioritize equity and inclusion.

Biases Students Hold About Faculty

Students bring their own preconceptions into the classroom, which can shape how they perceive and interact with instructors. Faculty who are women, people of color, young, older, LGBTQ+, or disabled may encounter stereotypes that affect their authority and relationships with students. For example:

• Younger professors may be seen as less authoritative, regardless of their expertise.
• Women of color often face the dual challenge of being expected to nurture students while encountering resistance to asserting authority.

These biases can create additional challenges for faculty, but they also present opportunities for growth. By understanding these dynamics, instructors can develop strategies to address biases and foster a more equitable and supportive learning environment for all.

Strategies for Building Awareness and Fostering Inclusive Teaching Practices

Acknowledging the role of identity in teaching is an important first step. The next involves intentional reflection and action. The following strategies offer practical ways to examine assumptions, increase self-awareness, and build inclusive classrooms.

Examine Your Assumptions About Students

Assumptions about students’ abilities, behaviors, and resources can unconsciously shape our teaching. For example:

• Do you assume all students have the same access to textbooks, stable internet, or quiet study spaces?
• Are you interpreting a student’s lack of participation as disengagement without considering factors like language barriers, anxiety, or external responsibilities?

Reflect on Your Own Intersectional Identities

Our identities as educators influence how we teach and how students perceive us. Understanding the multiple, intersecting aspects of identity—such as race, gender, age, and professional background—can help clarify how these factors shape our teaching practices and interactions with students.

Educate Yourself About Diverse Identities

Learning about perspectives and experiences different from your own fosters empathy and cultural humility. This deeper understanding equips educators to better meet the needs of all students and create a classroom culture of mutual respect.

Anticipate and Prepare for Sensitive Issues

Some topics or dynamics in your course may evoke strong emotions or differing perspectives. Preparing for these moments can help you navigate them effectively while maintaining a respectful and inclusive environment.

By reflecting on their identities, questioning assumptions, and engaging in intentional strategies, educators can create classrooms that are attuned to the complexities of identity. These practices not only enhance inclusivity but also foster a more supportive environment where all students can thrive.

Bonus Podcast

Get to know some colleagues at ETSU and hear their stories and their thoughts on teaching. This podcast celebrates the faculty of East Tennessee State University by amplifying their stories. Faculty guests discuss why they are passionate about teaching and share what impact they hope their students will make on the world. The podcast is hosted by Dr. Kimberly D. McCorkle, ETSU Provost and Senior Vice President for Academic Affairs.

Why I Teach: Conversations with ETSU Faculty