In an article on inclusive teaching strategies by Saunders and Kardia, the authors share that instructors can hold incorrect assumptions about student learning behaviors and capacities. When faculty hold such views, the authors argue, a negative learning environment can result, and student learning is undermined. Some of the incorrect problematic assumptions listed include:
Students will seek help when they are struggling with a class.
Poor writing suggests limited intellectual ability.
Older students or students with physical disabilities are slower learners and require more attention from the instructor.
Students whose cultural affiliation is tied to non- English speaking groups are not native English speakers or are bilingual.
Students who are affiliated with a particular group (gender, race, ethnic, sexuality) are experts on issues related to that group and feel comfortable being seen as information sources to the rest of the class and the instructor who are not members of that group.
All students from a particular group share the same view on an issue, and their perspective will necessarily be different from the majority of the class who are not from that group.
Students from certain groups are more likely to be argumentative or conflictual during class discussions or to not participate in class discussions or to bring a more radical agenda to class discussions.
In addition to assumptions, the article includes strategies to address the assumptions as well how you might learn more about your students through the process of addressing these types of assumptions. Because developing an inclusive classroom climate is an ongoing process, faculty should consider and reconsider their assumptions before the course begins, during the course, and after the course ends (Garibay 2015).