Influence of student identity on feedback provided by instructors.

Paola Castro, University of Arizona

Feedback and Learning

Experimental investigations indicate that errorful learning followed by corrective feedback, including analysis of the reasoning leading up to the mistake, is crucial to learning [1, 2].

Identity: Cultural Background

Experts in the field have determined that although teachers should have an understanding of the differing cultural perspectives of their students, they should also keep in mind that not everyone with the same ethnic or racial background has the same values [3].

TAR Question

Upon an exploration of the content of modules 2 and 3 of the ISTP course, what aspects and to what degree do the instructors of The Inclusive STEM Teaching Project (ISTP) take into account the identity of their students when providing them feedback?

About the Course

The Inclusive STEM Teaching Project (ISTP) is a Massive Open Online Course of 6 weeks designed to advance the awareness, self-efficacy, and ability of graduate students, postdocs, faculty, and staff to cultivate inclusive STEM learning environments and develop as reflective, inclusive practitioners.

About the Modules

Module 1: Diversity, Equity, and Inclusion in Learning and Teaching in Higher Education

Module 2: Instructor Identity and Authority in STEM Classrooms

Module 3: Student Identities and Experiences in the STEM Classroom

Module 4: Creating an Inclusive STEM Course

Module 5: Fostering an Inclusive Climate in the STEM Course

Findings

How crucial do ISTP instructors believe it is to provide feedback to enhance student learning?

How important do ISTP instructors believe student identity is when providing feedback?

How much do ISTP instructors believe their cultural background or identity has influenced the way they give feedback to students?

Reflections on how do ISTP instructors believe that a student's cultural background could impact their interpretation of feedback.

"Never thought about this before, but it's a really good question...I think depending on the country they are from, they might be used to hearing/acting on feedback in different ways. Like in more reserved countries, feedback might be seen as a polite suggestion to be followed, whereas in more direct countries, feedback might be best appreciated when it's concise, direct, and easy to implement." - ISTP Participant
"I never thought about this before, but I guess it really could - like if they're first-gen, they might not know *HOW* to read feedback or understand how to USE it to improve their work. No one might have ever taught them how to do this before, even though in my cultural background (middle-class American, lots of folks who went to college) these skills are kind of build in to my cultural background. But that might not be the same everywhere." - ISTP Participant
"I think that the connotation of feedback could be misunderstood; for example, brief comments may feel harsh to students who are more accustomed to conversations. I could also see that feedback might be triggering when pointing out mistakes, especially for those students coming from cultures where there is stigma associated with being wrong." - ISTP Participant
"I think it could actually influence them a lot - I never thought about that before this question though (thanks for making me think!)" - ISTP Participant

"As with all things, identity is pervasive and contributes to the work that students do. I try to be mindful of that when providing feedback, especially when a task or assignment is explicitly designed to engage different aspects of students' identities (e.g., an assignment exploring cultural connections between the student and the material)." - ISTP Participant

Reflection on what have instructors have learned from the ISTP course that might inform how they give feedback in the future.

"I've learned that feedback is just as much a cultural practice as anything - and that my approach to feedback is culturally-bound in my own perspective as a white, Western, cis-gendered woman. Everything we do in teaching is SO nuanced and depends so much on all the factors that make up our identities - I don't think I'd truly realized that until taking the ISTP and hearing from all the participants about their lived experiences. I love that part <3" - ISTP Participant
"It's so good to remember that there are humans receiving our feedback who have very different life experiences and backgrounds! I think we often forget because we're tired and overworked and overwhelmed with grading that some students really do rely on our feedback to help them. I think from our discussions that I want to try more formative assessments that don't put a lot of pressure on me to grade every single thing (but I can still see their learning happening or not). I also want to think about whether or not my approach to recognizing their home stories is actually good or is it marginalizing them...I didn't think so but now this course has me wondering!" - ISTP Participant
"I think my greatest takeaway is that my identity informs the way I practice my craft and learners' identities inform the way they engage, therefore, I need to take moments to pause and acknowledge my implicit practices (such as when I give feedback), question my assumptions and natural way of being, and to reflect on how I might adjust in order to connect and engage with learners in a way that supports a feeling of inclusion and belonging." - ISTP Participant

Conclusions

Language and race/ethnicity are the aspects of students' identities that are assumed to variously influence and interpret the feedback they receive from their instructors. This leads me to believe that we must continue to work as a community to develop inclusive classrooms in order to get the most out of student learning.

Exposing instructors to the importance and varied identities of their students proves to be beneficial as they become more aware of providing feedback, and becomes useful in better planning strategies for the future.

Recognizing the instructor's own identity and cultural background can help to provide better formative feedback that results in improved student performance.

What's next?

The next steps would be to understand the impact of feedback on the final learning outcomes achieved by students, in order to develop better strategies in the future that assist students in reaching their established goals.

Acknowledgments

I want to deeply thank Dr. Kristin Winet and Dr. Byron Hempel for their invaluable support and guidance in this incredible project. They have helped me to become a better professional and discover a new passion.

Also thanks to my fellow TAR colleagues: Josie, Sushma, Heather, Joanna, Oluchi, Andrew, and Joe, for their contributions to the round table discussions we had during the seminars; I learned significant lessons from each and every one of them.

Last but not least, infinite thanks to Kristin, Erin and Mascha, the ISTP instructors. Thank you for allowing me to step into your classroom and interact side by side with each of the participants. I recognize and admire the incredible work you do in leading this course that take us a step forward to a more inclusive society. And thanks to all the participants who answered the survey that allowed me to come to such extraordinary conclusions.

About the Author

Hi, I'm Paola, a first-year international PhD student in Biomedical Engineering. I completed my bachelor's degree in Biomedical Engineering in Mexico City and then embarked on the adventure of moving to a new country with a different culture and language from my beloved homeland, Mexico, which I miss every day.

My research focuses on using growth factors for the treatment of long nerve injuries to promote peripheral nerve regeneration. Outside of academics, I enjoy exploring the hidden secrets of Tucson's nature, hiking, and experiencing the diverse gastronomy with my friends Lindsay and Vivian, who have been incredibly supportive during this significant change.

I find joy in reading novels, especially by Latin American writers, particularly my favorite author, Isabel Allende, who has inspired me to be an empowered and brave woman, stepping out of my comfort zone. My favorite activity to do in my free time is video calling my parents and four siblings who live in Mexico; they are my daily motivation to keep moving forward.

Recently, I discovered a new passion for Teaching As Research, and I am excited to delve deeper into this vast and fascinating field. I look forward to exploring the opportunities ahead and deciding which path to take in the future.

References

Eriksson, K., Lindvall, J., Helenius, O., & Ryve, A. (2020). Cultural variation in the effectiveness of feedback on students’ mistakes. Frontiers in Psychology, 10, 491780. 10.3389/fpsyg.2019.03053
Metcalfe, J. (2017). Learning from Errors. Annual review of psychology, 68, 465–489. https://doi.org/10.1146/annurev-psych-010416-044022
IRIS Center Peabody College Vanderbilt University Nashville) (nd). Cultural Influences on Behavior. https://iris.peabody.vanderbilt.edu/module/beh1/cresource/q1/p03/

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