Victim Of Differential Treatment By The Faculty; Context, Causes And Motives

Abstract

This research delved into the pervasive issue of students becoming victims of differential treatment by faculty within educational settings. The study aimed to comprehensively explore the context, causes, and motives underlying this phenomenon, with a focus on specific scenarios such as grading, feedback, opportunities, and interactions. The objectives of the study were threefold. i) To determine the frequency and nature of differential treatment experienced by students from faculty members. This objective involves a meticulous examination of specific scenarios and indicators, including grading, feedback mechanisms, opportunities for participation, and classroom interactions. ii) To investigate the perceived reasons and motivations behind faculty members' engagement in differential treatment. The research seeks to assess whether factors such as gender, race, academic performance, or other personal attributes contribute to such behavior. It aims to explore both conscious and unconscious biases that may influence faculty actions towards students. iii) To assess the determina[1]nts influencing the impact of differential treatment on students' academic performance, mental health, and overall educational experience. The study involved surveying students to understand their perspectives, preferences, and suggestions for effective remedies or interventions. It included exploring potential strategies to mitigate differential treatment, ensuring fair and equitable treatment within the educational environment. The findings highlighted the nuanced nature of students' views, with varying perceptions across different aspects of academic life. Regarding grading and feedback, students generally perceived a moderate level of fairness and consistency, although discrepancies and biases were noted, indicating areas for improvement in transparency and inclusivity. Additionally, students expressed moderate comfort in addressing grading concerns with faculty and varied experiences with constructive feedback, suggesting a need for more effective feedback mechanisms. In terms of faculty behavior, students perceived a mix of equal opportunities and biases in treatment, with notable disparities in perceptions of inclusivity and attention during office hours. However, students generally viewed faculty as approachable and free from favoritism, highlighting the importance of fostering positive relationships between students and faculty. The survey also revealed nuanced perceptions of differential treatment based on gender and racial/ethnic backgrounds, with students acknowledging disparities while also recognizing variability in experiences across different groups. Moreover, students reported experiencing stress and anxiety due to perceived differential treatment, underscoring the need for support mechanisms and proactive measures to address these issues. Institutional responses, such as clear policies and diversity training for faculty, were deemed important by students, along with a preference for anonymous reporting systems and mentorship programs to address differential treatment concerns. These findings underscored the complexity of addressing differential treatment and its implications on students' well-being and academic success, emphasizing the importance of fostering inclusivity, transparency, and support within academic environments.