It is important for professors to understand how students learn and that different students will have different experiences regarding the material. For example, a student who had the opportunity to visit natural history museums during their childhood may have an easier time processing a lecture on fossils on a deep level than a student who did not have such opportunities. This is because the student who has sen fossils in a museum will be able to recall this event while the professor is speaking, i.e. they will be able to relate course material to personal experience. Science, in particular, can often be difficult to process on a deep level because in science we are constantly writing the people out. Journal articles focus exclusively on hypotheses, experiments, or theories, and never on the researchers or authors themselves. This is all a part of the myth of objective science that we continue to discuss in this course. Science may feel that by writing the author out we can collectively ignore identity and in doing so provide a fair platform for all participants. However, it is impossible to ignore identity and harmful to pretend that this is possible. The effectiveness of deep processing over shallow processing shows that an individual’s experiences (where identity plays an undeniable role) are indeed integral to the learning, and thus scientific, process. Additionally, as Dr. Jo Handelsman showed in her eye-opening article Science faculty's subtle gender biases favor male students, the difference between a male or female sounding name can be enough to change hiring decisions. The study sent identical resumes to several potential employers. Some resumes had traditionally female names, while others had traditionally male names. The ‘male’ applicants were offered positions more often and were offered a higher starting salary on average. This shows that identity and bias do matter and we should not try to write it out. Check your own bias with the Implicit Association Test. The only way to combat the effects of bias are to be conscious of our own biases.
Dr. Takyama asked us to think about the following question: How can science bring the individual back in? We collectively decided that this is a process which has to happen over time. The culture must change so that science is a safe space where individuals feel comfortable discussing their identities. One easy way to write the individual back in to science is to have students in introductory classes spend 15 minutes 2-3 times throughout the semester writing about values that are important to them. This values affirmation exercise has been shown to close the ‘gender gap’ in science classrooms. We recommend that all instructors use this exercise in their classrooms. In addition, we recommend that instructors make an active effort to participate in more discussions surrounding the identities of their students and peers.