Seeking help from instructors in class, in office hours, or through other means is an important way that students receive academic support and resources. Oftentimes, instructors may assume that communicating to students that they are welcome to ask for help is enough to ensure equitable access. However, research shows that unwritten cultural rules and expectations around help-seeking confer academic advantage upon middle class students, while disadvantaging those from low-income backgrounds, and particularly those who are students of color. This workshop will introduce participants to research on student help-seeking. Instructors will explore their assumptions about students who ask for help and begin to devise strategies for providing more equitable support.
Facilitator: Dr. Sarah Macdonald; Assistant Director; Diversity, Equity, and Inclusion in Teaching