I’ve been working to refine my potential dissertation topic, and for the first time, it’s really starting to take shape. The process of narrowing a research question has been both challenging and rewarding -- it’s exciting to finally see my ideas begin to align!
I am deeply interested in researching systemic extroversion bias and its impact on student learners in higher education. As an introverted individual who has thrived in online asynchronous learning environments, I have often found myself at odds with prevailing attitudes in academia that stigmatize this modality. In my experience, asynchronous learning is not only effective but also deeply engaging -- particularly for students whose personality types align more closely with introversion.
I suspect that many criticisms of online asynchronous education may be influenced by unconscious extroversion bias. This bias reflects not only a preference for extroverted communication styles but also a position of privilege within educational and cultural systems that overwhelmingly value sociability, verbal expression, and constant interaction. Extroverted norms are often treated as the default or “ideal” way of learning and participating, while introverted tendencies -- such as reflection, written expression, and internal processing -- are undervalued or misunderstood.
While asynchronous learning can indeed present challenges, such as issues of technological literacy or limited institutional support, these are structural barriers, not inherent flaws of the modality itself. In fact, my own positive experiences with asynchronous learning helped shine a light on the ways educational environments can either reinforce or resist extroversion-oriented norms, sparking my curiosity about how such biases shape higher education more broadly.
As an introvert navigating an extroverted world, I have learned to “wear many masks” in professional and academic spaces, often adapting my natural tendencies to meet extroverted expectations. This constant adaptation can be both exhausting and frustrating. It is disheartening to be labeled as antisocial or “not a team player” when, in reality, I care deeply about people, collaboration, and my professional growth. Yet the continual expectation to perform extroverted behaviors -- to engage in spontaneous conversation, outward enthusiasm, or constant social interaction -- can be draining, often diminishing my energy, focus, and sometimes even my work performance or output.
This personal experience informs my scholarly interest in understanding how higher education systems and cultures perpetuate extroversion bias as both a systemic bias and a form of social privilege. Such dynamics not only shape how success and engagement are defined but may also disadvantage introverted learners whose strengths and modes of participation are less visible yet equally valuable.
As a proponent and practitioner of the Universal Design for Learning (UDL) framework, I believe that removing barriers to access and engagement is a foundational responsibility of educators. However, research exploring introversion as a dimension of learner diversity -- and examining how extroversion bias shapes educational environments -- is an area that deserves more attention. My goal is to contribute to this area of inquiry by developing a study that investigates how systemic extroversion bias impacts introverted learners in higher education.
I’m still early in this process, but I’m excited about the direction this topic is taking. It feels meaningful, both personally and professionally, and aligns with my passion for creating more inclusive and supportive learning environments -- especially for students who, like me, find their voice and confidence outside the noise of constant interaction.
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