Why difference matters to learning

Why does difference matter to learning?

How can differences between students contribute to learning, and what needs to be in place for those differences to become a strength rather than a barrier? Diversity is often discussed in terms of fairness, representation and belonging. But difference can also matter to how students learn, how groups solve problems and how knowledge is produced. The resources on this page explore different arguments for why bringing varied perspectives, experiences and ways of thinking together can contribute to better discussion, decision-making and problem-solving. At the same time, difference does not automatically lead to better learning. Students may find it challenging to work with people whose experiences or perspectives are different from their own. The way a group is structured and supported can influence whether those differences become a useful part of learning.

As you think about your own teaching, consider:

• What needs to be in place for students with different backgrounds, experiences and perspectives to contribute to a group discussion in a constructive way?

• How do your students respond when they work with people who have different backgrounds or experiences from their own? What challenges might they encounter?

What can difference contribute?

Different perspectives can improve problem-solving

Research into diversity and problem-solving suggests that groups can sometimes perform better when they bring together people who approach problems in different ways. Scott Page's work explores the value of cognitive diversity — differences in the ways people think about, interpret and approach problems. His work suggests that a group with varied ways of thinking can sometimes outperform a group made up of people with similar approaches, even when the individual members of the less diverse group have high levels of ability. One well-known example involves a chess match between Garry Kasparov and a large group of players. The group included some highly skilled chess players alongside many amateurs. Working collectively, the group was able to challenge the world champion in a way that would not have been expected from the ability of its individual members. The example illustrates a broader point: the value of a group can come from how people combine different knowledge, perspectives and ways of approaching a problem, not simply from the ability of individual members. This has implications for student learning. Group work can provide opportunities for students to encounter approaches that differ from their own and to reconsider how they understand a problem.

Difference can challenge assumptions

Difference can also matter because people with different experiences may notice different problems, ask different questions or challenge assumptions that others have taken for granted. This can be particularly important in research and knowledge production. For example, Caroline Criado Perez highlights the consequences of research that treats men as the default and women as an afterthought. Emily McGee similarly argues that a lack of diversity in academia can affect the quality of research, because female academics may be more likely to question male-default assumptions in their work. The implications extend beyond gender. The development of technologies such as facial-recognition systems has raised questions about what happens when the people designing and testing technology do not adequately account for differences between populations. Difference can therefore contribute to learning not simply because students bring different opinions, but because different experiences can make different aspects of a problem visible.

Difference can benefit everyone

Thinking about difference does not mean assuming that particular groups are always disadvantaged or that other groups have nothing to gain. Laura Bates and Michael Kimmel both explore how challenging restrictive gender expectations can benefit everyone. For example, expectations around masculinity can make it harder for men to seek help with mental health difficulties, while assumptions about caring responsibilities can affect people's careers. This is a useful reminder that inclusive practice is not about identifying particular groups as "the problem" or the only people who benefit. Challenging restrictive assumptions can create more opportunities for everyone.

But difference alone isn't enough

Having a diverse group does not automatically mean that students will hear or benefit from different perspectives. Students may find it difficult to work with people whose experiences or ways of communicating are unfamiliar to them. They may make assumptions about one another, form subgroups, or avoid expressing a view because they are unsure how it will be received. The benefits of difference therefore depend partly on what happens within the group. Students need opportunities to contribute, disagree, question one another and explain their reasoning. They also need enough structure and support to do this constructively. This is where inclusive teaching becomes important. The aim is not to make students think alike or to avoid disagreement. Instead, it is to create conditions where different perspectives can become part of the learning process. This also means avoiding the assumption that a student can speak for everyone who shares their identity. A student should not be expected to represent a particular gender, culture, nationality, religion or other group. Students bring their own experiences and perspectives, but no individual represents everyone who shares their background.

What might this mean for your teaching?

As a GTA, you may not be able to determine who is in a group or change the wider curriculum. But you can influence the conditions in which students learn together.

Create conditions for contribution

Give students opportunities to think before they are expected to respond. Pair or small-group discussion can give students space to develop an idea before contributing to the wider group.

You might:

• give students individual thinking time before discussion

• use pairs or small groups before moving to whole-class discussion

• make it clear that different approaches and interpretations are welcome where they are relevant

• notice whether the same students regularly dominate discussion.

Make disagreement useful

Difference is most useful when students can question ideas without turning disagreement into a judgement about the person expressing them.

You might ask:

"What makes you think that?"

"Can anyone see this differently?"

"What evidence would support that approach?"

This keeps the focus on the ideas and gives students opportunities to learn from perspectives they may not initially share.

Think about group dynamics

When students work in groups, consider whether everyone has a meaningful opportunity to contribute and whether some students are being left out, talked over or expected to take particular roles. You can find more about supporting participation and effective group work on Who Gets the Most from Group Work?

Don't expect students to represent a group

Students may bring valuable perspectives based on their experiences, but you should not expect them to speak on behalf of a particular identity group.

For example, if a discussion touches on a particular culture, religion or experience, avoid turning to the student you think might "know about it". Instead, allow students to contribute if they want to and use teaching resources and evidence to provide the wider context.

Try this in your next session

Choose a problem, question or activity that students encounter in your teaching.

Before the session, ask yourself:

1. What assumptions might someone make about this problem?

2. Could someone with a different experience or perspective notice something I have overlooked?

3. How could I give students an opportunity to bring different approaches into the discussion?

4. What would I need to do to make disagreement constructive?

You don't need to redesign the activity. Try making one small change that gives students more opportunity to explain, question or compare different approaches.

Explore the resources

The resources below explore different aspects of why difference can matter to learning, problem-solving and knowledge production. You do not need to read or watch them all. Choose the ones that connect most closely to your teaching or that you would like to explore further.

EXCERPS - Read: Selected excerpts on why difference matters

VIDEO – Watch: How diversity makes teams more innovative from Lorenzo, R. (2017), How diversity makes teams more innovative, TED.

VIDEO – Watch: Why gender equality is good for everyone — men included from Kimmel, M. (2015), Why gender equality is good for everyone — men included, TED.

ARTICLE – Read: International students' contribution to the UK economy from Higher Education Policy Institute (HEPI) (2023), International students boost UK economy by £41.9 billion.

INTERNAL NEWS -Sheffield among UK cities that benefit the most from international students from UoS staff website (2023)

ARTICLE – Read: How white engineers built racist code – and why it's dangerous for black people from Breland, A. (2017), ‘How white engineers built racist code – and why it's dangerous for black people’, The Guardian, 4 December. 

VIDEO – Watch: Diversity creates bonuses. It's not just a nice thing to do. from Scott E. Page, Professor at the University of Michigan and author of The Diversity Bonus: How Great Teams Pay Off in the Knowledge Economy. 

INTERNAL STAFF WEBPAGE: Neurodiversity: Stories from staff from UOS Staff page Neurodiversity: Thinking differently, naturally. Accessed Sept 2026