Case No.1

Professor Adoris teaches international business at a university in the UK. One of her students, Laila, comes from an East Asian background and gets high marks on tests and assignments. However, Laila doesn’t speak much during class discussions. Professor Adoris thinks Laila is shy or not confident, so she stops encouraging her to join in and focuses more on students who talk a lot. Later, through an anonymous feedback form, Professor Adoris finds out that Laila feels ignored and unappreciated. Laila explains that in her culture, speaking often in class can seem like showing off. She prefers to share her ideas through writing instead of speaking out loud.

Questions:

  • What assumptions did Prof. Adoris make about Laila’s participation? 

  • How might Laila’s culture shape the way she takes part in class?

  • What strategies could Prof. Adoris use to ensure that students like Laila feel included and valued?

 
Case No.2

Lecturer Schultz teaches a first-year science course in Germany. On the first day, he notes that Fatima, a student with a migration background, struggles to keep up with fast-paced math problems. Without assessing her prior learning, he assumes she is not ready for the course and begins assigning her easier tasks. He often checks in on her more than other students, trying to be supportive. Weeks later, Fatima expresses frustration. She feels underestimated and excluded from advanced group projects. A peer mentions that Fatima had completed advanced science coursework in her home country but needed time to adjust to the academic language. 

Questions: 

  • How did lecturer Thompson’s assumptions about Fatima affect her learning experience?

  • How might implicit bias influence decisions about classroom support and group work? 

  • What could lecturer Thompson do differently to assess students’ needs and strengths more accurately?

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