Barriers to student learning and engagement created by academic stereotypes

Abstract

In a Higher Education context, most research into stereotypes focuses on the negative impact of stereotypes that educators hold about students. However, this study focuses on whether students also hold stereotypes about academic staff, and whether this also results in negative consequences for students.  Focus groups with students in both mathematics and humanities departments identify four potential barriers to student learning and engagement created by the stereotype that staff are intellectual, powerful, research-focused and middle-aged white males.  Implications for students and steps that staff can take to address these barriers are discussed.