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'Expectations' Case Study
These case studies were developed by core members of DEC. They are composites based on real experiences that aim to expose the sometimes obvious, but oftentimes unconscious, biases within our curriculum and academic culture. You are able to view them online or download them for use at a later stage. Either way, we hope they empower you to stand to for these injustices that are experienced by marginalised students in our classrooms.
Ella is a first-year undergraduate student of black British African descent. Both her immediate and extended family are well educated and have senior professional roles in their workplaces. Ella has grown up to believe that her intrinsic worth academically is based on merit, i.e. how hard she works and the level of work she produces.
Her family's motto has always been: 'If you aim for the sky, you may reach the treetops. But if you aim for the treetops, you may never get off the ground.’
Recently Ella has realised that the majority of references to the black race in the education department, tend to be negative.
She is taken aback by the many facts presented, suggesting that the black race may be “less intelligent” or more likely to attain “lower grades” academically.
Coupled with little or no celebrated persons of her race and background, and a lack of knowledge of their intellectual work and contributions to the world at large, not having these precedents to encourage her to become her best self, has tainted her "can-do" attitude and she is concerned that she may not be able to achieve the personal and professional goals she originally set out to achieve.
Ella feels that the media’s negative portrayal of Black British citizens is influencing these stereotypes. Ella is battling with whether this will be a self-fulfilling prophecy for her, if from a young age this ethnic minority group is being associated with negative outcomes by their educators. This has led Ella to believe that she may be judged inaccurately by her lecturers and her peers, as she's hearing and believing more and more, that people from her background are sadly perceived as a social problem.
Although Ella is intelligent, generally enjoys her course, and is excelling in it, she has now started to feel uncomfortable when she attends classes and has become paranoid about others' perceptions of her. This has now had a detrimental, adverse and negative impact on her mental health.
So, she decides to speak to her supervisor about it who suggests that she joins DEC. At DEC, Ella is exposed to research, literature and academia that she has never experienced in the classroom. She feels she is given the necessary social and academic tools to fight against the barriers the education system holds against her.
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Reflective Questions
As you explore these case studies, we expect various reactions and questions will arise. Nurture your thoughts and allow for an emotive response - these stories are worthy of such. The questions you have may empower discourse, or personal reflection. Either way, we hope your brain is tingled! If you need a little spark of inspiration to get you thinking, here are some reflective questions. Utilise them liberally, letting your own experiences and ideals navigate your approach. We’d love to hear your thoughts - why not add them to our forum discussion?
Reflective Questions
1. How is this situation likely to make Ella feel - and what may happen as a result?
2. What can and should staff do to try to make themselves aware of students like Ella in order to try to prevent situations like Ella’s from occurring?
3. Will Ella be likely to achieve optimum grades in this environment?
4. How should materials on existing inequalities in education be presented?
5. What could the tutor do to help improve Ella’s university experience?