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There are large gaps in academic performance between students from low and high socioeconomic groups. In this session we introduce faculty to the research that explains these gaps, and lead them through exercises that challenge them to see how their assumptions and behaviors either bridge or exacerbate these gaps. We conclude with a discussion generating supportive faculty behaviors. We expect these ideas will surprise attendees as supportive behaviors are not what faculty expect them to be. This is NOT about spending more time in office hours with students one-on-one, using class time to teach remedial skills, or lowering performance standards.
Author(s):
Elizabeth Siler
Worcester State University
United States
Pamela Derfus
St. Thomas Aquinas College
United States
Miriam Plavin-Masterman
Worcester State University
United States
