Personal Context on the Guidance of Identity in an Academic Environment
By Vernon Chalmers (defying Statistical Analysis to a certain extent)
"We had to learn ourselves and, furthermore, we had to teach the despairing men, that it did not really matter what we expected from life, but rather what life expected from us. We need to stop asking about the meaning of life, and instead to think of ourselves as those who were being questioned by life - hourly and daily. Our answer must consist not in talk and meditation, but in right action and in right conduct. Life ultimately means taking the responsibility to find the right answers to its problems and to fulfill the task which it constantly sets for each individual.” ― Viktor Frankl
We all have different identities that form our unique personalities - as perceived from an academic, personal and / or a sociological context. What was interesting for me, as a Social Science lecturer across different subjects / faculties, was the fact that I was supposed to be guided by the 'institutional' Bell Curve / Normal Distribution (of expected academic student performance) - I sensed more individual / collective student values and applied my own interpretation of the curve. Every student deserved more...
During any semester / year subject most students would somehow 'reveal' themselves on my adjusted curve - some with very confident and consistent identities, most were well above the statistical average (class / population mean = μ), but then there were always those towards the left of the pedagogic (learning) curve - not necessarily weak in intellectual ability / application / subject expression (not applicable in the traditional Bell Curve), but obscured by an under-developed personal identity, lack of self-confidence and / or social interaction challenges.
I subtly refused to look at my students as a 'sample' in the context of overall learning progress and results - compared to similar classes (at the same time), that would equate to some administrative statistical analysis requirement(s). Every student was real (with an unique identity) - I never wanted to assess them from a curve, but to guide their human purpose and potential striving to learn a vocation / being in a specific class. They already met the entry-level requirements (for whatever subject) - and it was my job to see them achieve all the listed objectives (were possible).
Note: I'm not by any means diminishing the academic importance of statistical / quantitative analysis in education and training. But, the bottom line (for me), my classes (with every student) were a 'population' of individuals, not a statistical 'sample' to be evaluated on a normal distribution Bell Curve (only) ito their success or failure during a course. Statistical analysis is a critical / clinical aid. I was always aware that [any] student in front of me will be part of the statistics (at a later stage - even when I had my way).
Many of these students had no idea how academically astute they really were - It was my absolute personal commitment as facilitator to integrate them into a (major) subject / total class population = N - and not to treat them as a statistical sample = n. It was always something wonderful to observe any student flourish with confidence (especially those to the left of the traditional curve).
Many were unaware of their own personal strengths - many were never really given the opportunity to express themselves in the past - or during their challenges in expressing themselves as developing adults. Showing real interest in their progress (without an invariable academic threat), brought the best out of those who needed it most - but, failed at first to believe in their true potential.
© Vernon Chalmers : Mental Health and Motivation
Vernon Chalmers Existential Motivation >>
Many of these students had no idea how academically astute they really were - It was my absolute personal commitment as facilitator to integrate them into a (major) subject / total class population = N - and not to treat them as a statistical sample = n. It was always something wonderful to observe any student flourish with confidence (especially those to the left of the traditional curve).
Many were unaware of their own personal strengths - many were never really given the opportunity to express themselves in the past - or during their challenges in expressing themselves as developing adults. Showing real interest in their progress (without an invariable academic threat), brought the best out of those who needed it most - but, failed at first to believe in their true potential.
© Vernon Chalmers : Mental Health and Motivation
Vernon Chalmers Existential Motivation >>
Student Identity Support
"Supporting student identity involves creating environments that help students feel seen, valued, and respected in their unique identities. This includes understanding each student's cultural, ethnic, gender, socio-economic, and personal identity, and building a space where they feel empowered to express and develop who they are. Here are some strategies for fostering student identity support:
1. Encourage Self-Expression- Classroom Discussions: Facilitate discussions where students can share experiences, values, or traditions. This helps them connect with peers while exploring their identity.
- Creative Assignments: Projects like storytelling, art, or presentations allow students to express their identity in ways that feel authentic.
2. Inclusive Curriculum
- Representation: Use materials that represent diverse backgrounds, voices, and experiences. Seeing themselves in the curriculum can validate students’ identities.
- Intersectional Topics: Integrate topics that address multiple aspects of identity, like race, gender, and ability, showing the interconnectedness of these facets in real life.
- Training: Schools should provide diversity training for staff to ensure they’re sensitive to identity issues and are equipped to support all students.
- Celebrations and Recognitions: Recognize cultural holidays, identity-based achievements, and awareness days to help students feel seen and supported.
- Counseling Services: Have counselors who are trained to address identity issues and provide support that considers each student’s unique background.
- Identity Groups: Support or create groups where students can meet others with similar backgrounds or interests, fostering community and shared experiences.
- Open Dialogue: Address instances of discrimination or stereotyping openly, with a focus on education and understanding.
- Anti-Bias Policies: Implement clear policies on handling discrimination, providing a safe space for students to report issues and see action taken.
By fostering these practices, students can explore and embrace their identities within a supportive, understanding community." (Source: ChatGPT 2024)
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