Are College Lectures Unfair

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Are college lectures unfair?

The article mainly focuses on investigating whether the college lectures discriminate the

graduates by race, gender, and financial status. However, there is the necessity for noting that the

notion instead seems absurd. Lectures are rather old and well-established tradition of education,

which often appears as ways of teaching the college courses. There exists a vast amount of

evidence pointing out the fact that lectures are neither generic nor neutral but rather specific

cultural nature that tends to discriminate against some individuals while favoring others. The

discrimination is mostly evident by gender, race and financial status. There is the necessity for

noting that the perception is not just a matter of bias of the instructors but rather the lecture

format’s. The form of the lectures tends to offer unfair advantages to the populations that are

already privileged.

The studies focused on presenting a comparison of the lectures with alternative styles of

instruction shows the partiality of the lecture formats. Active learning, which is an alternative

style of teaching often, plays a significant role in providing increased feedback, interaction, and

structure that prompts the students towards becoming participants in the development of

knowledge rather than serving as passive recipients.

The studies conducted by other scholars comparing active learning to lectures exhibit

consistency in showing that the performance of the students in the active learning courses tends

to be better than that of students taught through the traditional lectures. The study as well shows

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that the active learning approach tends to eliminate the effects of discrimination evident in the

improved performance of the women, first-generation students and those from low-income

families.

The article attributes the variance in performance evident in the different methods of

teaching to the fact that there is the disproportionate likelihood of the poor and minority students

to attend the seemingly low performing learning institutions thus missing out on the vibrant

extracurricular and academic provisions familiar to those that the students from the apparently

affluent families encounter. The fact that the lectures often subject the students to the same

professor, similar lecture hall while the students have different backgrounds regularly contribute

significantly to their capability to retain and absorb what they hear.

The active learning approach is more effective in delivering knowledge than

administering courses through lectures. The lectures are discriminatory with only the students

having undergone efficient learning system in their earlier stages of development performing

better. The lectures tend to benefit the most the students from affluent backgrounds and male

whites. However, the study conducted by comparing the effectiveness of active learning

approach suggests that the method plays a vital role in benefiting all the students especially the

females, minority, first-generation and low-income.

Moreover, the process of placing and individual’s thoughts into words and ensuring their

effective communication to others act as a powerful tool that facilitates learning. The active

learning courses often play a significant role in providing the opportunity for the learners to

debate and talk with each another in a somewhat low-pressure and collaborative environment.

The traditional lectures usually present a barrier to learning of the students from low-income

families and minority groups through their exposure to a high-pressure atmosphere, which

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discourages them from volunteering to respond to questions. The traditional lectures as well

expose the students to an environment that impairs their performance due to the lack of sense of

belonging crucial for enhancing their academic achievements.

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