1 Definitions

• DI (disproportionately impacted): a category designed as DI is a category of people that statistically perform worse than other categories. The categorization can be based on a variety of classifications: race, gender, disabilities, etc.
• Equality: the state of being equal in status, rights, and opportunities.
• Equity: a recognition that individuals can start from different places and that should be a consideration in helping students succeed.
• Racism: a negative opinion of an individual based on the membership in a specific racial or ethnic group.

2 The DI Gap

The DI gap (percentage difference of academic performance between categories) suggests a correlation between categories and academic performance, However, a correlation does not mean there is a causal relationship. In other words, a DI gap is a number, but it is not an explanation.

From the causal perspective, it is important to understand the necessary conditions of academic success. An individual is not academic successful due to one or more of these conditions not being met. The necessary conditions of academic success include, but are not limited, to the following:

• Intrinsic interest in the subject.
• Study skills. These are methods that are exercised consciously.
• Study habits. These are routines that happen more subconsciously.
• Time as a resource.
• Mindset. The mindset plays an important role because the mindset of a person can lead to emotions like anxiety, fear, feeling of rejection, etc. Such emotions triggers the reptilian complex of the brain to respond in hormones that inhibit the function of the neocortex. The neocortex is the part of the brain that is responsible for cognitive functions, such as the learning of complex concepts.
  • Self-esteem.
  • Sense of belonging.
  • Sense of power, agency.

These conditions are important to individuals regardless of their categorization. But then why do DI gaps exist and persist?

Most phenomena that persist are results of a positive-feedback. In a positive-feedback, a condition leads to actions that, ultimately, reinforces the condition.

Categorizations that are commonly used influence the self-identity and self-esteem of individuals. This is why the DI gap is category-specific. This is also a chicken-and-egg problem!

3 Addressing the DI Gap

3.1 Acknowledgement

The DI gap is a number that is computed using a particular method. It is factual. Knowing and acknowledging this number is an important step.

Resistance to acknowledge this number can stem from many reasons. The most common one is, “A DI gap means I am racist, but I am not! Therefore, I cannot acknowledge the DI gap.”

A DI gap in a class does not mean the instructor is racist. Quite the opposite, an instructor can be race-conscious, put in efforts to close the gap, and still ends up with DI gaps!

3.2 Deficit vs growth mindset

Enumerating a laundry list of necessary conditions to succeed does not reflect a deficit mindset. Trying to identify missing pieces of these conditions does not reflect a deficit mindset. Then what actually reflects a deficit mindset?

Leaving it to the students to find ways to meet the missing necessary conditions.

Let us consider a chain analogy. A chain keeps breaking with a relatively light load. Not giving up on this chain does not reflect deficit mindset. Trying to diagnose and find the weakest link of the chain does not reflect deficit mindset. Just marking the weakest link and expect the chain to fix itself reflects deficit mindset.

In this analogy, a growth mindset leads to action that strengthens the chain. Maybe a link needs to be replaced. Maybe a link needs to be welded properly.

In fact, in order to fix a chain, it is important to first identify the weakest link, then find ways to strengthen the link so that the chain, as a whole, is stronger.

3.3 Breaking the loop

Referencing the loop, if one item of the loop is weakened or broken, the loop eventually stops. There are at least three ways to break this loop.

• Academic under performance. This is both factual (using the score or grade) and perceived (what is under). This part can be potentially addressed by more frequent assessments that are incremental in smaller steps.
• Interpretation as evidence of negative self-image. This is something can be addressed by helping students to focus on what to do. Pointing out and recommending resources that are available can be helpful to students who are not aware of such resources. Using a non-judging attitude to help students improve their study skills can be very helpful.
• Suboptimal conditions of academic success. Instructors can help students manage negative feelings like anxiety, fear and rejection. Being sensitive to how words can effect on students is an important step.

4 Instructor actionable items

This is a laundry list of what an instructor can do to help close a DI gap.

• Treat each student as an individual, do not form opinions based on stereotypes.
• More frequent assessment activities in smaller steps.
• Let students know of what resources are available, and how each resource can help.
• Develop sensitivity of how words may be interpreted. Specifically, if a person already has a negative self-image or a lack of self-esteem, how to encourage change that leads to positive outcomes.
• Identify students who are struggling, and invite them to private meetings. Let the student know of the situation. Listen to the student, understand the student. Recommendations of what to change can come later after careful considerations (of how to say it).
• Do not assume all students know how to take classes in college. Some students may not have effective study skills and/or habits.