Intersectionality Theory suggests individuals have intersecting identities (Al Faham et al., 2019). Research indicates that gender, ethnicity, and age intersect for a more complete understanding of an individual (e.g., Ridgeway & Smith-Lovin, 1999). In an inclusive pedagogical environment, all identities and backgrounds can thrive (Dartmouth, 2024). An inclusive classroom is achieved through various methods, such as adapting to cultural dialects that differ in rules from the primary dialect spoken at a university. Hogan and Sathy (2022) propose that making a course “structured” encourages inclusivity. This teaching strategy encompasses having activities before, during, and after each class period that are measurable and required for all students. Hogan and Sathy indicate a “structured” course impacts students’ learning experiences increasing student output, motivation, and class-time preparation. Research on inclusivity notes student evaluation of “structured” courses varies with some students valuing structured work while others expressing discomfort. The purpose of this paper is to examine students’ perceptions of a “structured” course. These perceptions are analyzed in the context of intersectionality theory. Teaching evaluations from structured versus unstructured courses are compared. In addition, data includes a survey distributed to a freshman class with questions regarding the students’ demographics and perceptions of structured courses. The results demonstrate mean scores of student evaluations of structured classes are higher than the mean scores of unstructured classes (same instructor). Survey results add to understanding the demographic groups that prefer structured learning (e.g. significance of first-generation college students versus gender).

Authors:
Diana Saiki, Ball State University, United States
Alyssa Adomaitis, New York City College of Technology, United States
Karlique Caesar, City University of New York, United States

About the Presenter(s)
Dr. Alyssa Dana Adomaitis is an Associate faculty and Director of The Business and Technology of Fashion degree program. Her research area of interest is in the social psychology of dress, consumer persuasion used marketing, and semiotic

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