Call Me by My Name: The Impact of Instructor Knowing Student Names on Inclusion

Authors

  • John Miller University of North Florida
  • Chris Croft University of Southern Mississippi
  • Sarah Stokowski Clemson University

DOI:

https://doi.org/10.18666/TPE-2024-V82-I1-12154

Abstract

Being able to call on students during class increases the likelihood of instructor immediacy. As a result, due to a decrease of distance between students and the instructor which may increase the likelihood of creating an inclusive environment. An inclusive pedagogical strategy that has been shown to be effective in knowing student names is the use of name tents. The results of this study revealed that through the use of name tents, students felt vested and valued by other students and the instructors which are critical in building relationships in an inclusive atmosphere. Furthermore, the results indicated that recognizing the different social identities listed on the name tents was effective in creating an inclusive environment in as well as outside of the classroom.

Published

2024-12-31

Issue

Section

Articles