Impacts on In-Class Learning Due to Mandatory Classroom Participation in Introverted Graduate Students

Introverts make up approximately half of the population in the United States, however higher educational environments tailor teaching practices more toward the extrovert personality type. The aim of this study was to understand the effect mandatory classroom participation has on in-class learning in introverted graduate students. A qualitative analysis of 15 semistructured interviews with self-identified introverted graduate students were conducted at a Southern California public 4-year university. Study participants shared their lived experiences of participating in their graduate classes and how it affected their ability to learn. Results found that mandatory classroom participation hindered in-class learning, while creating a consistent conscientious effort upon the introverted student to anticipate when and how participation would occur. The findings from this study provide actionable recommendations in creating a more inclusive classroom environment for introverted graduate students, while also giving them a voice to be heard.