By Winter Harrison
Abstract
The purpose of this study is to dive into why introversion in higher education learning is looked down upon and why extroversion is upheld by professors as well as in college courses/curriculums . This study is a phenomenology and uses the primary research method of gathering data via interviewing. With the primary research method, those who are college aged that identify with introversion and teachers that teach in higher educational environments are interviewed. This study examines how introverted students, currently in higher education institutions, personally feel as well as their experiences and what college institutions can expand the idea of what “participation points” entail. This study ultimately examines how introverted students can be included and accepted in academic environments where extroversion is praised.
Introduction
Has your heart ever raced, started to get sweaty palms and extreme anxiety just by having your name called to speak publicly in class? Well, this is oftentimes the case for those who deal with introversion in college. Students are oftentimes faced with ultimatums in college courses and for those who are introverted, these ultimatums can be incredibly uncomfortable. Communication is a huge part of learning in college and is essentially worth a grade depending on your communication as a student. Teachers often place a very big importance on speaking in class and giving students an ultimatum with virtually no flexibility for those who are introverted. These ultimatums can make or break college students because your grade depends on the decision you make. As a college student that identifies with introversion, it is such a difficult thing to deal with - especially when there is no other choice but to be forced to talk for the sake of your grade in that class. There seems to be an unspoken rule to be extroverted in classroom settings as a college student. When reading the syllabus in college courses, I find it to be incredibly disheartening when I read that participation is a huge grade in the class and talking is a must. As a senior, I often felt like I was alone and that I was the problem when being an introverted undergraduate student in college. There is no one way of learning and there is no one way of being as we are all diverse individuals. It is important to embrace and support different types of individuals in undergraduate classrooms by professors. Professors more times than not - place a very big importance on verbal communication and outwardly having extroverted characteristics within the classroom. According to “Responding to introverted and shy students: Best practice guidelines for educators and advisors” by Marian Condon and Lisa Ruth-Sahd from Scientific Research, About 40% of a college student population identifies as introverted. We see that unfortunately too many times, introverted undergraduate students are pressured into being more verbally and socially outgoing for the sake of a good grade. Introverted undergraduate students in college should feel and be seen by professors as well as in classroom
Research Problem
The researcher did a study on introversion within college institutions because she identifies as an introverted student in college and noticed that extroverted characteristics from students are upheld and expected in the curricula of professors in undergraduate college institutions. Oftentimes, introverted students in undergraduate college institutions are given flexibility when it comes to participation points in undergraduate college classrooms and public verbal communication is seen as the standard by professors as well as affects a students’ grade depending on route choose (forcing to conform for a grade or to simply not talk at all due to comfortability). Extroversion is not only praised and upheld in undergraduate college institutions but there needs to be change and flexibility for introverted college students. There needs to be understanding and more knowledge about the perspective of introverted undergraduate college students about their experience being immersed in an environment where extroversion is praised and upheld - which is undergraduate college institutions. There needs to also be understanding about how professors deal with introverted students in their own classrooms and their curriculums as well as how they incorporate introverted students in their classroom in order for them to thrive. There needs to be flexibility and expansion on the idea of what “participation points” entails and how professors can better involve introverted students in their classrooms and curriculums, in order for introverted college students to be seen and heard in undergraduate college institutions.
Population Served
The first population served are introverted undergraduate students that are currently enrolled and actively in college. This study benefits them directly as we talk with self identified introverted college students and identify what they go through in classroom settings. It is important to see yourself and see that you are not alone as an introverted college student. In this study, introverted undergraduate students also receive a bit of insight and perspective through professors.
The other population served are professors in undergraduate institutions as they can have a better understanding and insight to introverted undergraduate students. Through this study, the insight that is given by self-identified introverted students can help change the idea of what is expected from students in classrooms and how to better incorporate introverted students in classroom atmospheres. Hopefully, through this study, professors can not only embrace introverted students in classroom atmospheres but to provide flexibility, expand/diversify the idea of “participation points” and actively support them in these spaces.
Preliminary Definition of Terms
The first key term of this study is “Introversion”. Introversion is defined as “Introversion, as a personality trait, refers to the individual difference in the inclinations toward the inner and outer world (Jung, 1921)” (National Library of Medicine, Tuovinen, Tang & Aro). The second key term of this study is “Extroversion”. “Extroversion” is defined as “Extraversion describes active people who are sociable, talkative, and assertive” (National Library of Medicine, McCabe & Fleeson). The third key term of this study is “Anxiety”. “Anxiety” is defined as “Anxiety may be defined as apprehension, tension, or uneasiness that stems from the anticipation of danger, which may be internal or external (Diagnostic and Statistical Manual of Mental Disorders, 1980)”.
Purpose Statement
The purpose of this study is to explore introversion in academic environments and how the importance of being extroverted in these academic environments can be combated. This study emphasizes on introverted undergraduate students in classroom settings and sheds light to those that are uninformed of what introverted students go through and how it affects them academically. This study dives into introversion in academic environments with a purpose to explore more expensive ways to have introverted undergraduate students be actively immersed in college curriculums without having to be pressured to change themselves on a communicational level.
Literature Review
Elaborate on Sources Related to Current Study
To begin, there have been articles in previous years informing the general public of college life and the introverted students that are immersed in college life. For example, Joan Raymond’s (2016) article gives readers a deeper dive into what life is like for introverted college students. Raymond’s (2016) article is relevant to the study because it entails information about my topic, which is about introverts and campus/college life. Oftentimes students who are introverted are stepping out of their comfort zone because it is required and these students are put in ultimatums to be something that they are not in academic college settings.
Through the COVID-19 pandemic - there have been articles acknowledging the upsides of being introverted during such a difficult time and during a time where individuals are working separately as well as being socially distant. For example, Rebecca Makkai’s (2023) opinion piece is relevant to the study because alongside it being an opinion piece, it also gives the perspective where the advantage is flipped. Usually, we often see in academic college settings that extroversion is upheld and praised by professors but in Makkai’s (2023) opinion piece, we see how COVID-19 really shined a light on introversion and has shown the positive aspects of being an introvert. This article shows how introversion can be helpful in times of need therefore it can be incorporated into the study.
There have been articles on how personalities manifest in the classroom as well as how to advocate for an environment that is comfortable in classrooms. For example, Schmitt’s (2017) article is relevant to the study because it gets into the personality type and how it affects students within the classroom. Schmitt (2017) also defines extroversion and introversion as well as balancing skill building while feeling empowered by their introversion or extroversion.
Next, though it is great to see a bit more awareness being brought to introversion, we have seen articles that have let readers into the world of introverted students themselves and how to immerse them in classrooms. For example, the article by Newhouse and Gobir is relevant to the study because it talks about creative ways of inviting introverted students to share their thinking. This article actually asks students how being introverted affects them in school. They also interview teachers, which gives a great perspective of both sides. This study sought to have teachers spark new ideas for engaging all students, whereas the present study sought to have professors expand and provide flexibility to the idea of “participation points” for undergraduate introverted students.
Throughout the year of 2020 and beyond, we are seeing the incorporation of college students and how personality traits can adapt during uncertain, scary times like the COVID-19 pandemic in studies. For example, the Rettew, McGinnis, Copeland , Nardone, Bai, Rettew, Devadenam, and Hudziak’s (2021) article is relevant to the study because it adds the dimension of the COVID 19 pandemic and how personality traits adjusted during that time among college students therefore I believe that it adds a more relevant quality to something that has been happening for years: introversion in college classrooms.
An individual that is dealing with introversion while at an institution that upholds extroversion and extroverted characteristics can cause similar behaviors to those who deal with Social Anxiety Disorder. There have been articles detailing both social anxiety and introversion while in college as a student. For example, Mull’s (2006) article is relevant to the study because it talks about social anxiety along with introversion and as I had stated previously, I do believe that social anxiety and introversion go hand in hand. Having that angle of both social anxiety and introversion will add to the intersectionality of human personality and anxiety disorder to the study.
Luckily, throughout the years we have gained more knowledge about both extraversion and introversion but with deeper information of teaching styles in classrooms that they each gravitate toward. For example, Murphy, Eduljee, Croteau & Parkman’s (2017) is relevant to the study because it talks about extraversion and introversion as well as how the two personality types are involved within preferred teaching and the participation of the classroom. Having the incorporation of preferred teaching and classroom participation, will add a perspective of what is more ideal for teachers in the classroom.
Lastly, we have also seen self help books that help introverts and for them to gain the confidence that is needed to adjust in an extroverted world. For example, Cain’s (2012) book is relevant to the study because it is a non fiction, self help book that normalizes being an introvert in an extroverted world. The book shows readers how to survive and thrive as an introvert in a world where we often see more than not - value extroversion. In this book, Cain shows readers that introversion isn’t a disease but a trait of personality and inspects the power that introversion has, which is incredibly insightful, helpful and relevant to this study as well as for introverted college students who may be facing hurdles or pressure to be extroverted in academic environments.
Theoretical Framework
The present study is guided by Elisabeth Noelle-Neumann’s (2008) Spiral of Silence Theory - is a theory that explains the growth and the spread of public opinion (Noelle-Neumann, 2008). The term Spiral of Silence refers to the increasing pressure people feel to conceal their views when they think they are in the minority (Noelle-Neumann, 2008). To elaborate, the fear of isolation is the centrifugal force that accelerates the spiral of silence (Noelle-Neumann, 2008, p. 373) and Noelle-Neumann also considers the possibility that people conform more out of a desire to identify with a winner than to avoid isolation (Noelle-Neumann, 2008, p. 374). With Noelle-Neumann’s (2008) theory, we learn about the train/plan test. The train/plane test reveals a series of factors that determine the likelihood that people will voice their opinions (Noelle-Neumann, 2008, p. 376) and six factors of the train/plan test, which includes “4. Low self-esteem will cause a person to remain mute. Noelle-Neumann's research team identifies these individuals by their agreement with a survey statement about relationships: I know very few people” (Noelle-Neumann, 2008, p. 377). With this in mind, spiral of silence theory can be applied to the present study since the researcher seeks in depth viewpoint from introverted undergraduate students and their experience in college institutions that notoriously uphold and praise extroversion in course curriculums. With the upholding and praise of extroverted characteristics in college classrooms, there is the ideology of “participation points” and a particular viewpoint of what the characteristics of “a good student” is, thus further can lead to stigma for introverted college students. The ideology of “participation points” does not incorporate students who are introverted and the expansion/flexibility of “participation points” to better incorporate as well as include introverted undergraduate college students needs to be implemented in college institutions. With that said, the purpose of this study is to describe how do students that are introverted cope with being in an academic environment with professors that emphasizes on & value extroversion and what are some alternatives to participation points within higher learning class settings that combat the disregard of introverted students.
Research Question
RQ1: How do students that are introverted cope with being in an academic environment with professors that emphasizes on and value extroversion?
RQ2: What are some alternatives to participation points within higher learning class settings that combat the disregard of introverted students?
Methods
Procedure
The researcher did a primary research method, which further led to using a phenomenological approach for this study. The researcher did a phenomenology to fully elaborate the experiences of undergraduate college students who are dealing with introversion in classroom settings and how they are managing as introverted students in spaces where extroversion is looked at in very high regard. Before interviews were officially held, a participant consent form (see Appendix A) was emailed to every participating interviewee. As almost all interviews were conducted via email, it was stated in the consent form that answering the questions can range from 15 minutes to one hour depending on how the individual chooses to answer each question (example: fast, short answers or long, thought out & detailed answers). During the student participant interviews, each interviewee was asked 24 pre-written questions (see Appendix B). During the professor participant interviews, each interviewee was asked 29 pre-written questions (see Appendix C). Interview questions for the professors entailed the professor’s personal opinion of favored teaching environments for students, the characteristics of a “good student”, willingness to help introverted students in their classrooms, cold calling as a teaching tactic for students, if the professor themselves identifies as an introvert or extrovert, and implementing other ways of participation for students. Interview questions also entailed the students’ personal opinion of classroom environments that praise extroversion as well as classrooms that pressures students into being extroverted and the idea of participation points as college students. In all, the questions that were asked focused on self identified introverted students tied into the college experience of introverted students in spaces where it is actively encouraged to be extroverted or to make introverted students alter themselves to act like an extrovert for the sake of a good grade and how it ultimately affects them.
Criteria for Sampling
The sample population for this particular study consisted of mainly those directly a part of or involved in college institutions, specifically undergrad. Therefore the two students and three professors were recruited through Marymount Manhattan College by email and through personal connections (example: former teachers). The only participant that was also involved in this particular study is a student who was not recruited through Marymount Manhattan College and was recruited through personal connection (friendship and former classmate). To qualify for this study, participants had to be currently enrolled in a college/university as an undergraduate and must identify as an introvert. For a professor to qualify for this study, participants had to either currently or previously worked as a college professor for undergraduate students. The samples consisted of three female college students, two male professors, and one female professor. In terms of grade levels of the undergraduate college students, all three of the female participants were seniors.
Method of Recording Data
For the participant interviews for the introverted students, a series of three structured interviews were conducted. The introverted student interviews were for the purpose to elaborate on the experiences of undergraduate introverted students in college institutions, in atmospheres where extroversion is notoriously praised and upheld. Before interviews were officially held, a participant consent form (see Appendix A) was emailed to every participating interviewee. For the sake of confidentiality, the option of using a pseudonym was given. Ultimately, everyone involved in the study consented to the use of their real names. After receiving back participant consent forms from each interviewees, interviews were then scheduled. For the participant interviews for the professors, a series of about four structured interviews were conducted. The professor interviews were for the purpose to receive insight on the perspective of professors when interacting with students who are introverted in classroom settings and how they deal with introverted undergraduate students. Through these interviews, there is a better understanding to see if professors are actively upholding extroversion and extroverted characteristics in classrooms that they teach. Before interviews are held, a participant consent form (see Appendix C) was emailed to every participating interviewee. For the sake of confidentiality, the option of using a pseudonym was given. Ultimately, everyone involved in the study consented to the use of their real names. After receiving back participant consent forms from each interviewees, interviews were then scheduled.
Every interview was conducted one on one via email. As every interview via email, it is automatically saved on the Outlook Office email account - with the exception of one student interview being automatically saved on the EasyMail (f.k.a. Gmail) email account. After every one on one interview was completed, the data that was collected from the participants was officially ready to be analyzed deeper.
Analysis
Once all the interviews were received, the researcher began the process of deeply analyzing and reading the written email responses several times to identify any occurring themes seen within the responses of both the student and professor participants. To achieve this, the researcher wrote on a piece of paper - all of the pre written questions for both the students and professors. Then, the researcher wrote down the themes that were key from both the student and professor participants' answers to each question that was asked. The researcher wrote down notes that listed recurring themes, words and advice that related to the factors to how students that are introverted cope with being in an academic environment with professors that emphasizes on & value extroversion and what some alternatives to participation points within higher learning class settings that combat the disregard of introverted students are, which was therefore material that was of reference when reading the emailed responses from both students and professors. In addition, the researcher wrote down specific quotes from every participant that related directly to the questions at hand. The quotes that were written on paper were then written onto a Google Document thus used for the findings in the section titled “results” for this study. Categories were then formed after reading through responses via email and when recurring themes happened in participants responses/the data collection, then the articulation of the development of the answers to the research question started thus successfully achieving the answers to both research questions.
Results
As stated earlier, this study aims to answer two questions of research which are (1) how do students that are introverted cope with being in an academic environment with professors that emphasizes on and value extroversion?, and (2) what are some alternatives to participation points within higher learning class settings that combat the disregard of introverted students?
RQ1: How do students that are introverted cope with being in an academic environment with professors that emphasizes on and value extroversion?
Forcing Yourself to Participate Verbally. When asked the question above the overwhelming answer was to go out of your way to participate in class verbally although each student identified as introverted. Of course, it depends on the wants and expectations of each individual professor but the classroom environment can pressure students into achieving what they perceive the professor wants from them. Course syllabus can indirectly coerce students throughout the semester to emulate extroverted characteristics for the sake of receiving a good grade or a passing grade. Bella (21) stated, “I can usually gauge what teachers will be more stern with their rules than others and I know where I have to focus more on pushing myself to participate in some classes over others”. This shows that not all teachers are the same and unfortunately that could mean for the worse at times. Students have to have an understanding of the specific teacher at hand and see how harsh they are with their rules or to put in simpler terms - not willing to be flexible with students. Lexi (22) echoed this idea by saying, “I try to participate as much as I can to be honest” and Belinda (22) stated something similar, “I don’t want a bad grade in any of my classes, so I do find that I rip the bandaid off and force myself to participate in class. It is very uncomfortable for me but I really don’t want to risk receiving a terrible grade”. Students are conforming into characteristics of what is seen as the “ideal student” in college institutions and forcing themselves to publicly speak in classrooms even if they most likely would prefer not to. Comfortability is thrown to the side due to fear of receiving a bad grade by their professors. Based on a professor’s demeanor relating to participation, students can see this and internalize it, therefore leading students who are introverted to a path being pressured into uncomfortable circumstances such as public speaking in front of the entire class. The course syllabus plays a role in this path of uncomfortable conforming for students, when discussing syllabus for courses that emphasizes the importance of more extroverted characteristics in the classroom - Bella (21) stated, “It depends on what the class is in. If it is a topic I am interested in or have knowledge in I will feel better about it then if it's something I know is going to challenge me because my main worry is looking stupid, or a teacher making me look stupid for putting me in a situation”. Depending on how much a professor emphasizes verbal participation in classrooms, a syllabus can literally alter your state of mind and how you learn throughout the course - Lexi (22) stated, “It depends on how much participation is worth; 15-20% of the grade seems to be the most popular. I don’t feel discouraged but I end up worrying about whether I’ll end with an A or not. One class I had, participation was worth 30% of my grade. This was daunting because that really affects your grade. I want to be able to focus on what I’m learning, not about what grade I’ll end up with”. This shows that percentages matter and a student’s mind frame can literally alter how you learn throughout the semester simply because of what was required of students in the syllabus. Bella (21) echoed these statements as she stated, “I think it is really unfair for participation to be weighed so heavily in classes where you’re learning things for the first time”. Introverted undergraduate students are facing ultimatums and questioning their grade throughout the entire semester thus affecting the learning experience as the student is trying to appease the professor’s ideals of what a good student entails as well as show those characteristics to prove that they do not deserve a low grade for the course.
Successfully Achieve High Grades In Other Aspects of The Course
The researcher identified that students take advantage of the other aspects that make up the course due to the fact that they are introverted. There is an understanding that the participation grade that students receive, would be lower for introverted students than for extroverted students thus making introverted students gain the skill set of balancing and jumping through difficult hurdles. Introverted students understand the impacts of their personality trait but through the interviews, we see how some combat the potential negative impacts of their personality trait in undergraduate college institutions and the risk of receiving a failing grade all together. Lexi (22) stated, “But if I don’t participate that much, I offset it by making sure I don’t get less than a 94 on any assignments. This usually makes sure I still end the course with an A- or A”. Belinda (22) stated, “I know myself and I know my strengths and weaknesses. I understand that the places where I lack in, I try my hardest to excel in other places that I don’t lack in. For me, I lack in participating/speaking up in class but I know that I can combat that with excelling in homework and projects”. This proves that of the many characteristics of an introverted person - self awareness is one of the most present ones for students thus creating a skill set of maneuvering through a potential low score by gaining higher scores in other aspects of the course. We see that problem solving happens with introverted college students because a grade that you receive on one part of the class should not reflect the entire grade that you earn for the semester. For undergraduate students in college institutions, the grades you receive throughout your time in college is important because it is a reflection of you, your work and eventually affects what happens to the trajectory of your professional career in the future.
Decompress And Express Your Feelings To Someone
School can become very stressful, especially when you are an undergraduate college student. Feeling the need to talk to someone about an issue that you are having is in human nature as we are all human. Sometimes students feel nervous or uncomfortable talking to their professors based on the professors potentially making students feel intimidated or creating a classroom environment where students may feel worried to talk to their professor due to the environment they created. When asked about being nervous or afraid to talk one on one with college professors about their introversion - Bella (21) stated, “It depends on the teacher. I can tell what teachers will be more kind or rude about it and that of course affects how I go about talking to them about it or anything else for that matter”. This shows that the attitude of the professor matters greatly for students as that gives them signals and cues on most likely what not to do, such as ask questions or talk with them privately. Students often walk the line of what is appropriate or not for the professor at hand therefore in order to not face any scrutiny, rudeness, potential disappointment or embarrassment - we see students choosing to not talk to them about important manners such as dealing with introversion. When talking about what they liked to do to cope when in environments where there is emphasis and value put on extroversion by professors - Bella stated, “I rant to the people I am close to and comfortable with” and when asked about if she ever felt any favoritism of extroverted students by professors - she responded, “Sometimes. There are definitely favorite students and it is more evident with the older teachers because again they don't know any better which is a sad excuse for them but still true nonetheless or at least I hope it is because otherwise their actions are just even more hurtful”. This shows that students are very perceptive and the actions of the professor can oftentimes hurt a student, of course mentally and emotionally. Introverted college students should be seen, heard and cared about by their professor as it can create a peaceful academic environment for all. Professors need to be aware of their actions and the environments that they create in their classrooms as students can feel it, especially introverted students thus creating a learning experience that is not very good for the students that are negatively affected by a professor’s attitude and classroom environment that they have created.
Doing What Makes You Feel Most Comfortable
We often hear the saying “do as the heart desires” and it is important as human beings that we do so as much as possible. Unfortunately, in undergraduate college institutions it seems that you have to conform to the preconceived ideology of “success”, which greatly entails public executing extroverted characteristics in academic settings in order to receive a good grade therefore with conforming - you are not doing what you feel is most comfortable, you are doing what is best for the institution and professors who enforce these ideologies. Bella (21) stated, “I also most of the time will just not participate unless I’m comfortable and confident in what I'm contributing” and Belinda (22) echoed similar thoughts, “You have to do what’s best for you. My mental health is important and speaking up in class negatively affects me. As I have gotten older, I've realized that I have to care for and about myself too. I have always been a teacher’s pet and a hardworking student though. But now that I am a senior, there have been many times where I simply just don’t participate because I do not feel comfortable doing so and I will continue to do that. I’ve recently had the realization that self care and my own wellbeing is important and I need to do what makes me feel most comfortable”. This proves that the self awareness that introverted people have is such a beneficial characteristic as it helps with realizing that you need to take care of yourself. A grade shouldn’t define you and receiving a good participation grade should not be something a student should be stressing about, especially when they are introverted. Your mental health should not be in jeopardy over a grade and the portrayal of being a “bad student” due to not showing extroverted characteristics in undergraduate college classrooms, as an introverted student. It is hard to conform to the upholding of extroversion in college institutions but ultimately, as an individual - it is important to do what makes you feel most comfortable in these environments.
Pray That Your Grade Will Not Be Affected Greatly
As we all know, not everybody is religious but in situations of extreme pressure like in college institutions - we hear of this action often. College can be stressful and bring on extreme pressure to many but it adds an entirely new layer when you are an introverted undergraduate college student. With course syllabus, classroom environments and attitudes of professors - there is uncertainty for introverted college students as you are just trying to do well. Ultimately, it is up to the teacher when giving students grades but when the upholding of extroverted characteristics are embedded into a professor’s curriculum and classroom environment, it can greatly add stress onto an introverted student. As a student, there is so much you really can do as the professor makes the decision of what grade you deserve and sometimes the unfair decision is made due to the upholding of extroversion in college institutions, Western society and by some professors even. Sometimes professors cruelly do not provide flexibility for students and we see the saying “my way or the highway” being immersed and coming to life in their classroom environments. Lexi (22) stated, “The academic environment is all about getting good grades so of course there is some pressure when it comes to talking in class”, “Some of my professors put a lot of pressure on participation grades and it makes me want to participate less. It feels like everything I say is just being tallied up and added to the grade book. Sometimes halfway through the semester, professors will make announcements about how certain people aren’t participating enough and that they need to start speaking up. I think sometimes professors forget that active participation isn’t just speaking. Eye contact, taking notes, and attentively listening are all ways of being engaged. I think these measures should be taken into account because it’s unfair to try and make students more extroverted” and “I think people still correlate engagement with speaking. Maybe professors think that if students can’t verbally communicate, then they aren’t worthy of a good grade. I think they are also afraid that they’ll end up lecturing the whole class period without any students talking, so they make sure that doesn’t happen by including participation as a grade”. Belinda (22) stated, “Some professors can be so mean and I find myself placing a lot of pressure and blame onto myself for being the way that I am. I want the teacher to know that I am a good student but I have had times where I would literally cry by myself because I was so worried about the grade I was going to receive from the professors that were way more harsh about participation and speaking in class. I’ve had professors that were not flexible at all to my needs and there are times still to this day where I pray that my grade isn’t affected that badly by me not talking in class”. Bella (21) stated some similar thoughts, “100% there are some asshole professors out there. Sorry for the language but there is no other way to say it. There are terrible professors who are power hungry and use their power to make students' lives miserable. I always feel awful for the people these professors treat like that even if it's not me because I'm a very empathetic person” and “If the professor is not making the effort to help students who are struggling to thrive they’re not the best teacher then”. Though the “my or way the highway” approach was talked about earlier, one student actually had an idea of what types of professor incorporate this was of thinking into their academic classroom thus affecting the classroom atmosphere for students, especially introverted college students - Bella (21) stated, “All of the professors who do not have options or find ways to compromise with students I’ve found are a part of the older generations. I say older generations meaning they were brought up with tough love and lots of “figure it out”s so they think that is the way to go about it when really empathy is the best way. However, again since they are of an older generation they’re stuck in their ways and are tough guys and think pushing you is the only way for it to work but that's just gonna push you to break down over something that's not that serious!!!! It kills me. School is not the end of the world and honestly I use that to cope a lot too. I remind myself that I just need to pass. I don't need the best grades to graduate, I just need to pass so if I need to put my mental and physical health first I am 129843265862% going to do that. If I know I am doing my best that's all that matters”. This shows that it is universally known that a good grade matters greatly in college institutions and students have faced pressure from professors. Professors often dangle the probability of receiving a bad grade to students who are having a hard time conforming to the upholding of extroverted characteristics in academic classroom environments therefore creating worry and stress on a student that has human personality traits of introversion. With professors who are more harsh and who expect all students to execute extroverted characteristics in academic classrooms, they are more likely to grade students who do not conform to extroverted characteristics in academic environments harshly - no matter how hard students try in other ways.
Reach Out And Speak Directly To The Professor
Lastly, one of the most important takeaways was communicating. Both parties - student and professor should at least be on the same page. As a student, it is important to be transparent about something that you are dealing with that can affect the classroom experience - such as introversion. Not only as a student, it can give you a piece of mind to be open and honest about your introversion and learning style but it is appreciated by professors as well. Mr. Zachary Petrillo stated, “I don't think it's necessary, but if a student feels a need to share this information, I would appreciate it. My biggest goal is for each student to find the material I am teaching compelling. I'd be more interested in talking about how I might be able to grow as a teacher by letting me know the parts of my classes that work and don't work for them”. One professor had a similar response - Ms. Diana Epelbaum stated, “Sure, but I don't think it's hard to tell which students are introverted! In general, I appreciate it if a student shares her learning style and strengths with me early in the term; then, I can shape or alter class activities for this learner”. But one professor explained that when a student reaches out to a professor, it shows that the student cares - Mr. Peter Schaefer stated, “Yes, I appreciate when students communicate that they are introverted to me. It’s helpful to know that a student cares.” When asked their opinion as a professor of how students should deal with being in an academic environment with professors that emphasize and values extroversion - Ms. Diana Epelbaum stated, “If the professor values extroversion and does not create a classroom with multiple forms of successful participation, the student should speak directly to the professor about ways that they feel comfortable participating and demonstrating engagement with the class”. And Mr. Peter Schaefer stated a similar sentiment, “I see the problem you identify. I’m sure there are instructors who value extroversion and are not self-aware of their bias. I might suggest an introverted student to explain their introversion to the instructor. Perhaps via email if a student doesn’t feel comfortable in person. I would hope that most instructors would respond favorably to the outreach, but I’m sure some instructors might be harsh in their response. Nevertheless, I don’t think all the responsibility lies with the instructor”. This proves that communicating with professors as a student that deals with introversion is so important. But on the contrary, there are students that have actively tried to communicate with professors and it can go any way, good or bad depending on the specific professor as well as preconceived notions based on professors attitudes - Bella (21) stated, “Yes, I have emailed about it or gone up after class and was always met with kindness because I didn't talk to the teachers I knew would not receive it well. For those classes I ate the participation grade and hoped it didn't weigh too heavily on my grade because it was again more important for my mental health than to be spoken down to and made to feel bad about it. This shows that it is important to be kind to students and be understanding to all students. Students and professors need to work together and as a professor - it is important to fully support all students. Professors are supposed to help you and as a student, you can flourish the student-teacher relationship by communicating your weaknesses and strengths as a student. Professors are here to help you succeed but there is an understanding that every professor is not the same and some professors may be more harsh than others. But before students make up their minds on if a professor is harsh or not, it is important to at least take the step of letting them know that you are dealing with introversion.
RQ2: What are some alternatives to participation points within higher learning class settings that combat the disregard of introverted students?
The Use Of The Chat Feature On Zoom
With the Covid-19 pandemic, we all saw that it was a time of uncertainty. With uncertainty also came pivoting and creating new ways to learn - with one being remote learning. Though online learning has been available for quite some time now, it has necessarily been as widely available or implemented in all schools (elementary school, middle school, high school and college) on this level until the Covid-19 pandemic. As we were on lockdown, there was no choice but to incorporate new ways of learning and with that came new ways of communicating in classroom settings as well. Though there are many professors who are kind and understanding, there are also not so kind professors who may go out of their way to embarrass or antagonize students. Bella stated, “Then on the other hand there are teachers who will purposely call on people they know don't talk a lot or aren't paying attention and I think those teachers are really cruel. They make kids not want to come to class” and “Certain professors do seem to punish people who don't participate in the ways they want and that's really crappy of them. They do this by calling on them when they aren't paying attention to the conversation, when they haven't added to the discussion or just if they want to single out one person. Some professors I truly don't think realize what they're doing but then there are definitely professors who do and those people are obviously worse because they are purposefully making someone uncomfortable and feel bad about themselves”. This shows that tactics are done by professors in order to embarrass and “punish” students for not being the way a professor wants them to be and it can seriously affect a student’s mental health. There are power dynamics at play and sometimes we may see certain professors take advantage of that by forcing students to speak publicly in class, publicly shame them, or even publicly “professionally” harass them in front of their peers. For professors, nurturing a healthy relationship with introverted students is important and to provide comfort and a safe space for introverted students to academically flourish in - it is important to create a non hostile environment for introverted undergraduate college students. One way of creating a safe space for introverted students to academically flourish would be implementing using the chat feature on Zoom, if the class is online. Bella stated, “you can talk by typing in the chat instead of talking in person with everyone staring at you and feeling those eyes and pressure. I like the chat because you can take time to type up what you want to say and not jumble your words but take the time to articulate your thoughts in a way you feel confident in doing so before sending it to everyone. And then additionally not everyone looks in the chat so you're not even talking to everyone if you want to think of it that way”. This shows that introverted students can get nervous with all the attention and eyes on them - even if it is virtually. For so many introverted students - introversion doesn’t stop because you are taking an online course. There is so much pressure to say the right thing and to not feel shame when verbally communicating in an academic classroom in college institutions that uphold and praise extroversion. Bella stated, “I think I am more likely to not feel ashamed to not participate in an online class than in person... I think this is because again those eyes aren't on you, you can type instead of speak out loud. It's not as much pressure”. This shows that there are upsides to taking online courses in college institutions as feeling ashamed can be the case for many introverted college students in college institutions that uphold and praise extroversion. With the chat feature on Zoom, you can say exactly what you want to contribute to the conversation in class without all the hassle, jitters, anxiety, embarrassment or worrying about saying the wrong thing. One student stated that she has seen professors implementing new ways to contribute to class - Lexi stated, “This semester one of my classes is on Zoom and the professor said she understands that some people might struggle to speak up” and “She also encourages people to use the chat feature instead of physically speaking”. Belinda stated, “I privately asked a few of my professors if I can use the chat instead of talking out loud and luckily, all of the professors I asked said that I can. I feel so much more confident when I can express myself in a way where I feel comfortable. The best thing about the chat feature on Zoom is that I can express my thoughts, participate in class effectively and my classmates can still know what I have to say without having to physically communicate it in front of the entire class”. It is very important for all students to feel accepted and seen in classrooms within college institutions. By implementing something as simple as using the chat feature on Zoom, can make the classroom learning experience much more enjoyable, effective and safer for introverted undergraduate students.
Doing Group Work In Class
Group work is a great way to communicate with classmates on a much smaller scale and incorporate your participation in the course. With groups, there are strengths and weaknesses - we oftentimes see each person in a group have something that they’re specifically good at and they can all come together to make an effective group project because all of their individual strengths came together to make a wonderful project. Although introverted students are more quiet in classroom settings, it does not mean that they’re not effective work/group partners. When asked specifically what would be great for professors to implement as an alternative, a student had a perfect two word response - Lexi stated, “group work”. As I stated previously, professors are here to help you - so more times than not, they are absolutely willing to help you in the ways you need as an introverted college student - Mr. Peter Schaefer stated, “Yes, I make a point of talking about different ways to participate. To some extent it’s possible to tell if a student is engaged in class by seeing their expression, and I value that. I also allow students to gain participation via group work and one on one with me”. Ms. Diana Epelbaum echoed something similarly stated, “Absolutely. My classroom is activity-centered, so all students have many opportunities to participate in many different ways in a class session. There's group work, discussion board and low-stakes writing, visual mapping, annotating, drafting, revision, conferencing. These are just some examples that demonstrate student participation/engagement”. With group work, students are not doing it alone - it takes a group effort! Group work is an example of participation and engagement with the course materials without having to conform to extroversion. That is why group work can be a very effective way for professors to use this as an alternative to participation points within higher learning class settings that combat the disregard of introverted students.
Implementing Different Types of Writing Assignments
With writing assignments it can show another side of a student and as a professor, you can pick apart a student’s brain by reading writing assignments from students. One student brought up other effective ways of implementing alternatives to verbally communicating in academic classrooms in college institutions - Lexi stated, “In class writing assignments, submission of notes taken during class and after class reflections ”. Bella echoed a similar response stating, “I think maybe typing your ideas/comments/questions down and being able to submit that after every in-person class would be helpful as a compromise for students and professors. Otherwise if it's not to do with discussion or participation the professor should be able to find another way that students could thrive in that environment”. Not every student learns in one way and there is no one way to learn. It is important for professors to find different ways for all of their students to academic thrive in their classroom environments and course curriculums and to not only uphold certain types of characteristics like extroversion. When reflecting on a past professor that was flexible with students - Lexi stated, “A professor of mine implemented an in class writing assignment so people can show they’re engaged in that way”. From a professor’s perspective, there are so many other ways to be an active student in an academic classroom aside from public verbal communication - Epelbaum stated, “Speaking, active listening, note taking, group work, draftwork, low-stakes writing, revision, feedback, staying on task”. Another professor stated the importance of speaking but not in front of the entire class and brought in the correlation of learning and expression - Mr. Peter Schaefer stated, “I think students need to speak in class, but they can do it in small groups and don’t have to do it for the entire class. Why? Well...I think learning comes not just from listening but also expression. Written expression is one part, but there’s different types of learning that can come from verbal expression”. This proves that implementing different types of writing assignments can be one alternative to participation points within higher learning class settings that combat the disregard of introverted students
Discussion
Summary of Results
The results reveal the factors to how students that are introverted cope with being in an academic environment with professors that emphasizes on & value extroversion and what some alternatives to participation points within higher learning class settings that combat the disregard of introverted students are. Firstly, it was determined that students that are introverted cope with being in an academic environment with professors that emphasizes on & value extroversion by (1) Forcing Yourself to Participate Verbally, (2) Successfully Achieve High Grades In Other Aspects of The Course, (3) Decompress And Express Your Feelings To Someone, (4) Doing What Makes You Feel Most Comfortable, (5) Pray That Your Grade Will Not Be Affected Greatly, and (6) Reach Out And Speak Directly To The Professor. Secondly, it was determined that some alternatives to participation points within higher learning class settings that combat the disregard of introverted students are (1) The Use Of The Chat Feature On Zoom, (2) Doing Group Work In Class and (3) Implementing Different Types of Writing Assignments.
Student interviewees express that professors should create a safe environment for students where they feel comfortable and every student in this study has expressed that they have felt emotions such as embarrassment, less than or sadness for being an introverted student. And 100% of student interviewees admitted that they find themselves having to prepare and gather themselves before they are called on or required to publicly present in class. 100% of student interviewees admitted that they have felt like they were being “punished” by professors for being an introverted student in classrooms. 100% of student interviewees admitted that their learning experience is negatively affected when reading the great importance placed on participation in class on syllabus by professors.
100% of professor interviewees admitted that they do appreciate when a student reaches out to them. 100% of professor interviewees admitted that they are willing to work with students so they can achieve success in their classrooms. 100% of professor interviewees admitted that they have randomly called on students. And 100% of professor interviewees had different forms of participation for students.
Connection of Results to Theoretical Framework
Spiral of Science Theory helped explain how students that are introverted cope with being in an academic environment with professors that emphasizes on & value extroversion and what are some alternatives to participation points within higher learning class settings that combat the disregard of introverted students. The results were absolutely based on the experiences that each individual participant had whether they were a student or a professor. These results reflect the idea that we do not speak up if we feel we are the only one who thinks that way (Noelle-Neumann, 2008). Through these results we see human emotions such as ashamed, being embarrassed, saying something wrong and other negative connotations when talking about themselves in public speaking at undergraduate college institutions - this shows that all three student participants thought these things about themselves and proves that they are not the only ones, it is a perception. Through the results, we also saw the increasing pressure people feel to conceal their views when they think they are in the minority (Noelle-Neumann, 2008) and the possibility that people conform more out of a desire to identify with a winner than to avoid isolation (Noelle-Neumann, 2008, p. 374). Introverted undergraduate college students more times than not - conform to having extroverted characteristics as that is identified as “a winner” in college institutions and with being introverted, that is showing signs of isolation as you are isolating your thoughts to the public as others are doing the opposite in undergraduate college classrooms. Every student participant in this study identifies as an introvert and they have all kept silent as well as not speak up when they have felt like they were the only one who thinks that way.
Implications of Study
This study represents the experiences of undergraduate college students who deal with introversion. The results of this study can empower introverted undergraduate students who are dealing with the difficulties of being immersed in a college institution that upholds and praises extroversion. This study demonstrates that introverted students can have this human personality trait and achieve success without having to conform to something you are not in undergraduate college institutions. This study demonstrates to introverted students that they are not alone and that they can coexist successfully with those who are not introverted. This study demonstrates insights of the perspective of professors and how you can achieve success while being introverted in undergraduate college institutions.
Additionally, this study can also benefit professors in undergraduate institutions as they receive insight from students who are introverted. The results of this study can better help professors actively hear and see introverted students in their classrooms. This study demonstrates that the ideology and perception of what “a good student” is, can change to better incorporate different types of students. This study demonstrates that there is not just one way of learning and how to provide a safe academic environment for all students, especially introverted undergraduate college students. This study demonstrates that the idea of “participation points” can indeed be expanded.
Limitations
One limitation of this study would be that I interviewed only female students who identified with being introverted for the student surveys specifically. I did not actively seek different gender identities nor diverse races. Diversity in races, gender identities and what year in college the students were in were not considered in an intentional way. Therefore the sample of people that were interviewed could have potentially had a variety of different answers to the questions as the black, white, latinx, asian, pacific islander, mixed race experience in universities are not exactly the same.
Another limitation while conducting this study would be that I found that the participants that were professors interviewed could have been even more diversified in terms of race and the subjects that they were professors in. With professors that specialize in certain subjects, maybe you interpret introversion and introverted students in different ways. Having professors that specialize in diverse fields, it would have given insight into how introverted students are seen by them. All of the professors that I interviewed were white and potentially if there were more diversity in races of the professors interviewed, there could have been a diverse range of answers through the eyes of different races.
Opportunities for Future Research
This study could be improved with data collection/interviews from undergraduate extroverted students. If the expansion of the viewpoints from undergraduate extroverted students happens, this could lead to better understanding on how both introverted and extroverted students can peacefully coexist while achieving equality in undergraduate college classrooms from teachers and each other as classmates.
Conclusion
In conclusion, there is no one way of learning and there is no one way of being as we are all diverse individuals. It is important to embrace and support different types of individuals in undergraduate classrooms by professors. Introverted undergraduate students in college should feel and be seen by professors as well as in classrooms. There shouldn’t be ultimatums for introverted undergraduate students and they should not have to be forced to conform to extroverted characteristics in undergraduate college institutions. No student should feel ashamed, embarrassed or less than because they are an introverted college student. Communication is a huge part of learning in college and is essentially worth a grade depending on your communication as a student but there needs to be a universal understanding in undergraduate college institutions that there are different types of communication and participation in college classrooms - not just public verbal communication. There needs to be flexibility and expansion on the idea of what “participation points” entails and how professors can better involve introverted students in their classrooms and curriculums, in order for introverted college students to feel truly respected, seen and heard in undergraduate college institutions.
Appendix A Participant Consent Form
Project Title: Introversion Within Undergraduate Institutions
Hello. My name is Winter Harrison and I am a student at Marymount Manhattan College, majoring in Public Relations & Strategic Communication. I am conducting a study that examines introversion in college, educational effects of being an introverted student in college and how to eliminate the potential barriers that introverted students face in college classes. [EDIT THIS TO INCLUDE COLLEGE STUDENTS OR MAKE A SEPERATE ONE FOR STUDENTS] To participate, you need to be at least 18 years of age and have taught in a university/universities. Your participation entails completing a questionnaire and participating in an one-on-one interview that will take place via email. At no point in time will interviews be video recorded. You may choose to skip any question at any time. You may also be contacted for a follow up discussion.
In total, participation should take between 15 minutes and one hour, depending on how much you choose to participate and on what you have to say/write.
Your participation is voluntary. You may quit at any time and you may refuse to answer any question. There is minimal risk involved with this study. To ensure participants are not connected to this study by employers or other key figures, participation will be kept confidential.
The results of this study may help scholars and the public understand the effects of introversion in universities for undergraduate students and how we can combat the upholding of extroverted ideologies/characteristics in college classrooms. The results of this study may also help scholars and the public understand how to coexist peacefully with introverted individuals without having to alter themselves communicationally in university and beyond.
Your identity will not be revealed in transcripts, written documents, or verbal presentations of the data.
The following steps will be taken to protect your identity and confidentiality:
- Consent forms will be separated from the data.
- Personal identifying information will be eliminated from transcripts and any reporting of the data.
• You will have a particular pseudonym chosen for you or you will be able to choose your own pseudonym (one that is not your own name).
• You can refuse to answer any questions asked.
• Digital files will be made available only to the researcher.
If you have any questions, feel free to contact Winter Harrison at wharrison@mmm.edu.
Do you have any questions before we begin? Do you understand the agreement set forth in the informed consent? Before we begin, I just want to be certain that you agree to be interviewed? In addition, since the researchers might be interested in obtaining further clarification about some of your comments at a future date, after the interview is conducted, are you willing, if asked, to be contacted, subsequently, for such clarification?
____ Individual has agreed to be interviewed
____ Individual has agreed to be contacted, subsequently, for clarification Thank you for your participation.
Winter Harrison
Appendix B Student Interview Questions
#1. How old are you?
#2. What year of college are you currently in?
#3. When did you first realize that you were introverted or had introverted tendencies in college classroom spaces? Can you elaborate on this experience please?
#4. As an introverted person, do you have any coping mechanisms for difficult times such as speaking in class, being called on in class unexpectedly by a teacher, or working in groups?
#5. Do you feel pressure from professors to actively become more extroverted? If so, in what ways?
#6. Do you feel like professors are doing the best that they can to actively recognize and embrace introverted students in classrooms?
#7. Do you feel like you are at times if not all the time, that you are being “punished” for being an introverted student by professors?
#8. Do professors make you feel emotions such as embarrassed, less than or sad for being an introverted student in their classroom?
#9. Do you feel more comfortable taking and being in an in person or an online class? And why?
#10. Do you change the way you act in an in person class versus an online class, as an introverted person?
#11. Do you feel social or societal pressure for being an introverted student? If so, can you elaborate?
#12. Since you are an introverted student, are you also an introverted person outside of school? If not, do you feel that the classroom/academic environment of universities affect you in any way and why do you feel that being introverted only translates in classroom spaces?
#13. When you hear your name being called on in class by a professor, how do you feel (examples: sweaty palms, racing heart, physically shaking, extreme jitters, etc)?
#14. Do you find yourself having to prepare and gather yourself when you know that you will be called on or present to an entire class beforehand?
#15. Have you encountered professors that have purposefully not been flexible to you or other students that are introverted in the classroom? If so, how has this been and how did you feel about that?
#16. As an introverted undergraduate student, what can be some alternatives to “participation points” in college to combat the disregard of introverted students, in your opinion?
#17. How do you cope with being in an academic environment with professors that emphasizes on and values extroversion?
#18. Why do you feel that professors oftentimes do not have options or flexibility for students who are introverted, in 2023 (especially since there is more awareness of social anxiety and introversion now)?
#19. Do you find yourself nervous or afraid to talk one on one to your professors about your introversion? If so, why?
#20. In the past, have you sat down with or talked one on one with your college professor/professors about your introversion?
#21. When receiving a syllabus for a course that you are enrolled in and it emphasizes the importance and requirement of extroversion attributes/characteristics/participation points/talking publicly in class, how do you feel? And do you automatically feel discouraged from that particular college class now?
#22. Based on your experiences in college classes, do you feel blatant favoritism by teachers for students who are more extroverted or blatant disregard by teachers because you are an introverted student? If so for one or both of these, can you please elaborate?
#23. Based on your experiences in college classes, do you feel that you have to work even harder/ten times harder than students who are more extroverted?
#24. How can professors be more aware of and acknowledge introverted students more in classroom settings?
Appendix C Teacher Interview Questions
#1. How long have you been teaching?
#2. Do you identify as an introverted or extroverted person?
#3. When students do not participate verbally in class, do you feel that they are disconnected from the class and that this is a purposeful choice made by the student because they are uninterested?
#4. Have you ever had introverted students in your classroom?
#5. What are the characteristics of a good student, in your opinion?
#6. Do you appreciate when students communicate that they are introverted to you (from the students that identify as introverted)?
#7. Have you been or noticed you’ve been more flexible since the COVID-19 pandemic? If so, why and can you elaborate?
#8. Are you willing and open to work with students of theirs that are introverted with the goal of them succeeding in your classroom?
#9 .Are you willing to expand participation points in the future?
#10. Have you ever implemented other ways for students to participate and to make students feel comfortable (i.e. typing in the chat feature on Zoom, group discussions, fostering classroom etiquette and respectful, supportful class spaces, encouraging words for the entire classroom, providing a heads up for students when having class discussions or asking students how to make the class a safe space/asking for input from students)
#11. Are you flexible with students participating verbally in your classes?
#12. Have you ever called on a student at random/by surprise before? If so, do you feel that this is a good method/tactic/strategy in the classroom? And what are students demeanors/reactions after you call them random/by surprise? Does the energy in the room change?
#13. Can you identify when one of your students is introverted? If so, would you know the difference between an introverted student and an uninterested student?
#14. In your opinion, how can students who are introverted cope with being in an academic environment with professors that may emphasize on and value extroversion?
#15. Do you like teaching in person or online better? Can you please elaborate on why you like teaching in person or online better, as a professor? What are the differences between the two for you and which one is better for students, in your opinion?
#16. Is speaking in class an expectation for students in your classes? Why or why not?
#17. Is speaking in front of the class during classroom sessions important for you as a teacher? If so, is speaking in front of the class during your classroom sessions highly emphasized or classified as important in your syllabus?
#18. What actions from students do you consider to be “class participation”? And what does “participation points” entail in your classes?
#19. Have you ever felt “bad” after cold calling students? If so, can you elaborate?
#20. What can be some alternatives to “participation points” in college to combat the disregard of introverted students, in your opinion?
#21. In your opinion, why do you feel that professors may sometimes not have options or flexibility for students who are introverted, in 2023 (especially since there is more awareness of social anxiety and introversion now)?
#22. Do you make the effort to get to know all of your students?
#23. How can introverted students show that they are interested in the course while still being introverted?
#24. Have you ever initiated sit downs, one on ones, private conversations for individual students to talk about their homework, classwork, participation, grades or academic things?
#25. Do students have to generally initiate/take the lead if they want to have a one on one conversation with you?
#26. Are your ground rules for classroom etiquette that include and make introverted students feel safe in your classroom environments?
#27. Do you tend to or have in the past, had any favoritism to students who are more extroverted?
#28. In your opinion, how can professors be more aware of and acknowledge introverted students more in classroom settings?
#29. Do introverted students have a more difficult time in your classes?
References
Lawrence, W. K. (2015). Learning and personality: The experience of introverted reflective learners in a world of extroverts. Cambridge Scholars Publishing. October 10, 2023, https://www.cambridgescholars.com/resources/pdfs/978-1-4438-7807-4-sample.pdf
Makkai, R. (2023, July 24). Opinion | covid flipped the introvert-extrovert script. and I hate it. The Washington Post. https://www.washingtonpost.com/opinions/2023/07/12/rebecca-makkai-post-pandemic-covid-intr overt-extrovert/
McCabe, K. O., & Fleeson, W. (2012, December). What is extraversion for? integrating trait and motivational perspectives and identifying the purpose of extraversion. Psychological science. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3891893/
Mull, L. J. (2006). Social anxiety and introversion in college students (Doctoral dissertation, Pacific University).
Murphy, L., Eduljee, N. B., Croteau, K., & Parkman, S. (2017). Extraversion and introversion personality type and preferred teaching and classroom participation: A pilot study. Journal of Psychosocial Research, 12(2), 437-450.
Newhouse, K., & Gobir, N. (2023, August 13). How to invite introverted students to share their thinking in class. NPR.https://www.npr.org/2023/08/13/1193668486/how-to-invite-introverted-students-to-share-their-thi nking-in-class
Nuemann, E. N. (2008). Spiral of silence Elizabeth Noelle-Nuemann - a first look. www.afirstlook.com. https://www.afirstlook.com/docs/spiral.pdf
Raymond, J. (2016, March 15). Introverts on campus stepping out of their comfort zone. NBCNews.com. https://www.nbcnews.com/feature/college-game-plan/introverts-campus-forced-step-out-comfort -zone-n539056
Rettew, D. C., McGinnis, E. W., Copeland, W., Nardone, H. Y., Bai, Y., Rettew, J., Devadenam, V., & Hudziak, J. J. (2021). Personality trait predictors of adjustment during the Covid pandemic among college students. PLOS ONE, 16(3). https://doi.org/10.1371/journal.pone.0248895
Schmitt, P. (2017, November 20). How personality type affects your student’s experience in the classroom. Parent and Family Program. https://parent.wisc.edu/news/how-personality-type-affects-your-students-experience-in-the-class room/
Tuovinen, S., Tang, X., & Salmela-Aro, K. (2020, November 30). Introversion and social engagement: Scale validation, their interaction, and positive association with self-esteem. Frontiers in psychology. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7734327/
Walker, H. K., Hall, W. D., & Hurst, J. W. (1990). Anxiety - clinical methods - NCBI bookshelf. www.ncbi.nlm.nih.gov. https://www.ncbi.nlm.nih.gov/books/NBK315/
