Comparing the Divide Between Hidden Identity Students, Peers, and Instructors in STEM and Social Science Classes
The objective of this study was to compare the prevalence of social barriers between students and their teachers and peers in Social Science and STEM classrooms due to Hidden Identity facets. This study was created in hopes to increase the sense of community and comfort within classes for students by determining how identity factors into classroom interactions. Qualitative and quantitative data was collected from various social science classrooms via voluntary survey completion. The results of these surveys were compared to previous data collected from STEM classrooms in previous research conducted by the Biology Department of Teaching and Learning. It was found that Hidden Identity students within Social Science classrooms feel a greater sense of community and comfort with interaction than their STEM counterparts, though there is still a disconnect between their results and those of Non-Hidden Identity students.