INTROVERTED GRADUATE STUDENTS' EXPERIENCES WITH MANDATORY CLASSROOM PARTICIPATION

This phenomenological qualitative study aimed to understand the experiences of introverted graduate students with mandatory classroom participation. Through this research, 15 self-identified introverted graduate students from a large urban public 4-year university in Southern California shared their insights and experiences in semistructured interviews. Findings indicated that introverts learn differently and prefer teaching practices that are mindful of introversion characteristics, even when continuing into a graduate program. Themes included: mandatory classroom participation experiences (in full class discussions, breakout group discussions, presentations, and being called on in class), learning being hindered by mandatory classroom participation, and effects on participants both physically and psychologically when participating in class. Implications for theory, policy, practice, and future research are discussed. Recommendations focus on three areas: recommendations straight from the student participants, actionable change recommendations, and practices focused on inclusivity. Student-driven recommendations include, among others, incorporating technology into the classroom and having smaller group discussions. Recommendations that will lead to actionable change include simple things faculty can implement into their classes, including encouraging but not requiring mandatory classroom participation and avoiding randomly calling on students. Lastly, introverts experience exclusion in society and higher education. Recommended inclusivity practices ensure all graduate program students experience a welcoming and equitable learning environment