I attempt to answer a problem, question or challenge posed by our national network readers weekly and invite you into the conversation. Feel free to comment on my answer or expand on it. I’d also like to invite you to submit a challenge that you’re facing at your institution. Collectively we’ll find a solution that will hopefully work for you. Don’t be shy. We all face challenges and will benefit from our collective experiences.
Jim, from our national network posed this challenge:
Hi Dr. Taylor. I find Malcolm Gladwell’s recent book “David and Goliath” thought provoking regarding college admissions and retention. I’m specifically thinking of chapter 3 where he describes evidence of how retention in the major seems to be strongly related to “how smart you feel relative to the other people in your classroom.” In other words, it is much better to be a big fish in a little pond, than being a little fish in a big pond with regards to choosing a college to attend. Assuming a class has similarly qualified students, I am wondering how one could adapt the classroom experience to lessen the negative effects of this powerful phenomenon that would seem to disadvantage the poor and minorities. Do you have thoughts on this?
Jim, thank you for your challenge. Although I’m familiar with Gladwell’s work I have not read his recent book. However the concept of “it is better to be a Big Fish in a Little Pond than a Little Fish in a Big Pond” was introduced to the academy by Herbert W. Marsh who hypothesized that the self-concept of students is negatively correlated with the ability of their peers in school. Thus, academic self-efficacy is influenced not only by one’s own academic accomplishments but also on the accomplishments of one’s colleagues. Further the more elite an educational institution is, the worse students feel about their own academic abilities.
It’s vital that we address this phenomenon because it has real consequences for students. For example, some have used Marsh’s research on students’ self-concept to argue that low- or medium-ability students should only attend a low-ability school instead of a high-ability school, as this would be better for their self-concept. These pupils, so the argument goes, can receive additional motivation from low- or medium-ability pupils in their class because their own achievements appear more significant. They feel more honored and may be motivated to keep their edge over the other pupils. As you can see this argument could severely limit the choice of where students decide to attend college especially if they’re lacking in confidence.
I would suspect that Gladwell questions this assumption. In terms of David and Goliath he would probably say the rich and powerful aren’t as invincible as we make them out to be; that David’s strengths are just as comparable and once David accepts this “truth,” he can overcome Goliath. In terms of education when students doubt their ability to compete, or feel inept compared to their peers, they may be making the mistake of believing that they’re not good students. They may also be giving these elite campuses and their peers more power over their lives than they deserve. I saw Gladwell on 60 minutes make this case when asked if a Harvard education was worth significantly more than the education that he received from the University of Toronto. Of course his answer was no.
There are times when we all feel inadequate or out of place but it’s inexcusable for teachers to make students feel inadequate or marginalized in the classroom. The question then becomes what can we as educators do to help our students gain confidence in their ability to perform academically? How can we help students deal with what is essentially a lack of confidence or a case of low self-identity?
Once a student is admitted to an institution, the expectation is that she will be able to compete and be successful. The institution may need to provide some academic support but the bottom line is that she was admitted based on her potential to succeed. If we accept that premise then we have a responsibility to help her become successful and to find the “David” within.
Just to think this through a bit more, I would suspect that the lack of self-confidence that many students display started way before they enrolled in college and there’s a reason for it. Let me use the example of Black students to explain. There was some research awhile back that said 80% of Black kids entered our public schools with a positive self-image; 20% still have it by the fifth grade, yet only 5% do by their senior year in high school (Silberman, 1971). These findings are relevant to more current research that shows that the longer Black youth stay in school, the farther behind they fall academically.
For too many students of color, the academic light goes out at an early age. They’ve been told that they can’t compete academically, that their schools are inferior and their communities are substandard. The research suggests that schools play a major role in building or lowering a student’s self-image. Students are more apt to feel frustrated and alienated from classrooms that don’t allow them to experience success. So as educators what can we do to help them rekindle the academic flame?
In the case of future students, pre-collegiate programs may be one solution especially Upward Bound type programs where middle and high school students actually live on campus and take college courses. This experience helps to demystify the college experience and allows students to be successful in the college classroom. The research suggests that these students adjust better to college, are more engaged in the classroom and feel that they are just as capable as any other student. Pre-college programs can promote intellectual competition and help kids acquire higher order critical thinking skills.
In the case of current students there are many things that teachers can do to help students be more engaged in the classroom besides having them shout Rev. Jesse Jackson’s mantra, “I am somebody.” They can create frequent opportunities for students to experience success in and out of the classroom. Give them praise, encouragement, acceptance and the ability to learn from their mistakes. Teachers can write encouraging notes on students’ papers and meet with them one-on-one. Teachers can create learning groups that changes the role of students’ peers from competitors to supporters.
Teachers must not only believe they can make a difference, they must choose to make a difference. Not every student will be a good public speaker, but that doesn’t mean that they might not have good ideas to share. For those who might be too shy to speak up in class, there can be alternative ways to express their opinions and still be part of the class discussion, such as through an online discussion forum. Students relate positively to teachers who appreciate their strengths, respect their efforts and accept their shortcomings.
It’s up to the instructor to involve and empower the whole class. It’s up to the student to take advantage of all of the resources on campus to understand s/he has everything s/he needs to face Goliath. Jim, if teachers create a student-centered classroom environment that treats all students in a fair and equitable manner everyone can be a big fish!
Dr. Taylor
P.S. What’s your challenge?
