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Impact of Student-Centered Learning on Student Racial and Gender Identities and Teacher Bias

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Impact of Student-Centered Learning on Student Racial and Gender Identities and Teacher Bias

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Presenter: Carissa Casey

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Traditional learning places the teacher at the center of the room, which provides that single individual with the power to teach the perspectives and content that he/she seems valuable (Freire, 1970). Even with standards or basic frameworks, how can a single individual provide and meet all the needs to support the many identities that the students in a single classroom may have? Through Student-Centered Learning (SCL), the students are at the center, making them responsible for their own learning (Spooner, 2015). Students become less reliant on teachers and can direct more of what they want to learn based on the context of their own identities and cultures. In turn, teachers become facilitators who support students to take the curriculum and make it relevant to their own learning styles and experiences. Therefore, teacher bias in the classroom is challenged. Further, students are given more opportunities to share their identities and learn about the identities of others in their classroom.

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To investigate how student-centered learning has an impact on identity development. Specifically to see how this learning approach can develop racial and gender identities of individual students and the awareness of identities in others. The impact of teachers’ bias on student learning will also be explored.

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Future studies should investigate how effective SCL is as a teaching and learning model for all identities (ex. SES, religion, etc.). These studies should look at the identities of not only students but also teachers to show how the identities of a classroom can impact learning for all.

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Social Emotional Learning - development of self-awareness, self-management, social awareness, relationship skills, and decision-making

Diversity - uniqueness and differences in individuals

Equity - providing needed support to ensure the various disparities are leveled out

Inclusion - creating environment to include any individual, identity, or group

Pedagogy - approach and practice of teaching

Multicultural Education - learning that recognizes the significance of all cultures and identities

Sociocultural - combination of social and cultural variables

Multiple Perspectives - many points of views

Bias - prejudice or favoring of one side in terms of an idea, thought, or behavior

Collaborative Learning - learners teaming together to co-explore, co-question, and co-create

Autonomy - ability to be independent in thought and behavior

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In the current learning system, there are clear benefits for students with dominant identities such as race, gender, and socioeconomic status to name a few. In order to create an inclusive system where all students can be prepared with skills to succeed as adults, more "voice and choice" needs to be provided to students in their own learning process.

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There are many research studies that investigate racial and gender identities on student performance. However, there are gaps in how such student identities can impact how they learn if their identities are recognized and incorporated into the curriculum. There are also research on teacher bias on curriculum. However, there is limited studies in how effective learning models can counter teacher bias.

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Given that in the traditional learning model, teacher identities have all of the power to determine the curriculum and delivery, there needs to be a shift in allowing student identities to also have a role in what and how students learns.

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The research questions are:

1. To what extent does Student-Centered Learning develop stronger identities of individual students?

2. To what extent does Student-Centered Learning increase awareness of other identities in fellow students?

3. To what extent does Student-Centered Learning increase awareness of identities in the teacher?

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http://popplet.com/app/#/5448469