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Students and faculty carry their identities with them always

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Students and faculty carry their identities with them always

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It definitely matters a lot. Teaching biology, there are students who have definite ideas about what scientists look like (and don't look like), and that impacts their ability to feel welcomed. 

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It definitely matters a lot. Teaching biology, there are students who have definite ideas about what scientists look like (and don't look like), and that impacts their ability to feel welcomed. 

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I want to recommend this paper on science identity by Carlone & Johnson (2007): 

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I want to recommend this paper on science identity by Carlone & Johnson (2007): 

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If we ignore our students' identities, we are negating part of their personhood. 

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If we ignore our students' identities, we are negating part of their personhood. 

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how we see ourselves informs our behavior and interactions and how others see us informs how they respond

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how we see ourselves informs our behavior and interactions and how others see us informs how they respond

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Because I bring an identity that is a lens through which I see things.

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Because I bring an identity that is a lens through which I see things.

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everyone has their own identity and perspective that we need to recognize and address.  Not everyone will approach things the same way and that's ok

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everyone has their own identity and perspective that we need to recognize and address.  Not everyone will approach things the same way and that's ok

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students find comfort in seeing others with similar identities to them

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students find comfort in seeing others with similar identities to them

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Both we and our students hold several identities, and sometimes they are in conflict

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Both we and our students hold several identities, and sometimes they are in conflict

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a vast CS education literature looks at feelings of "belonging" in CS and I see it every day in the classroom. CS requires so much persistence and tenacity, which is hard to develop if you feel marginalized. Just look at GamerGate -- and its enormous political implications -- for an example of how identity is contested and policed in our field. Oh yeah, and to this day I'm not always sure I personally belong...

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there is some hard work here to get at the heart of who we really are and whether there is a mismatch between that and how we present to the outside world

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there is some hard work here to get at the heart of who we really are and whether there is a mismatch between that and how we present to the outside world

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While identity plays a role, I still have learning objectives which should be attainable to any identity

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While identity plays a role, I still have learning objectives which should be attainable to any identity

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it affects whether students and faculty feel like they belong or not

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it affects whether students and faculty feel like they belong or not

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it will often determine the level of interactions (student-student, student-faculty), which could dramatically affect their academic performance.

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it will often determine the level of interactions (student-student, student-faculty), which could dramatically affect their academic performance.

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I mostly think about my gender in terms of identity but this session has made me start really thinking about race more critically and what that means for my experiences and how to relate to others

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I mostly think about my gender in terms of identity but this session has made me start really thinking about race more critically and what that means for my experiences and how to relate to others

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It can keep students from feeling like they belong in certain places, but it could also be what makes them feel most comfortable and human

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It can keep students from feeling like they belong in certain places, but it could also be what makes them feel most comfortable and human

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considering identity vs. unintentional bias

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considering identity vs. unintentional bias

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One must be able to interact with many folks of other identities. Not limiting yourself 

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One must be able to interact with many folks of other identities. Not limiting yourself 

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and part of being here is growing new identities, discovering beyond those identities that have been handed to you, etc. Its hard to embrace an identity and then also actively try to transform that identity

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I think so because I often hear students say, "I have never been good at..." and that can shape how they approach a subject.  I have also had students say, "I am good at this..." but then they struggle and it makes them questions themselves.

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My own identity as a white cis gender male affects how easily I can read student difficulties of different backgrounds. My solutions to problems might be different or missing the point for others with different stories

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My own identity as a white cis gender male affects how easily I can read student difficulties of different backgrounds. My solutions to problems might be different or missing the point for others with different stories

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Identity matters even if we do not think explicitly about our identity. You have an identity whether you know it or not.