Transforming Education: The Shift from Gatekeeping to Supportive Learning

In the realm of education, the narrative surrounding gatekeeping roles has increasingly come under scrutiny. Recently, while discussing academic hurdles with a student who had faced significant personal challenges, I was reminded of the value of empathy in educational environments. After outlining actionable steps for his progress, the student expressed his appreciation, noting that empathy feels rare in such settings. This led me to reflect greatly on my purpose as an educator — not to serve as a barrier but to facilitate pathways toward success.

The traditional gatekeeping mentality in higher education often positions faculty as enforcers of standards, sometimes to the detriment of student success. While maintaining high expectations is vital, it’s necessary to question if this approach facilitates learning or merely creates obstacles. There’s a pressing need to explore whether rigor and empathy can coexist, paving the way for educators to assume a more supportive role as waymakers instead of gatekeepers.

The Shortcomings of the Gatekeeping Approach

Current research emphasizes the significance of belonging in student persistence. Notably, Vincent Tinto identifies that students who feel integrated into their educational environment are more likely to stay enrolled. Conversely, students who perceive themselves as outsiders often withdraw from their courses, especially if they struggle academically.

Further, the work of scholars like Gregory Walton and Geoffrey Cohen shines a light on the concept of belonging uncertainty. Their findings suggest that students from marginalized backgrounds are particularly vulnerable; ordinary challenges in the academic setting may lead them to believe they don't belong. Various teacher behaviors, such as tone and the clarity of expectations, can either heighten or alleviate this uncertainty. Unfortunately, rigid gatekeeping often exacerbates these feelings of disconnection, whereas a waymaking approach can clarify expectations and support student progress without compromising standards.

Understanding Waymaking vs. Leniency

It's essential to clarify that moving toward a waymaker mentality doesn't suggest lowering academic standards or grade inflation. Instead, waymaking involves creating a transparent educational environment that maintains high expectations while providing the necessary scaffolding for students to succeed. It’s about illuminating pathways to achievement rather than merely imposing hurdles.

Research led by Mary-Ann Winkelmes shows that clear communication regarding assignment purposes, tasks, and evaluation criteria can significantly enhance student performance, particularly for first-generation and underserved students. Thus, transparency does not dilute rigor; instead, it enhances students' ability to engage with and meet those standards. Similarly, John Hattie’s insights on feedback stress that timely and constructive guidance plays a pivotal role in student success. Educators should focus not simply on upholding standards but on explicitly guiding students toward achieving them.

When considering how to effectively foster a rigorous educational environment, educators might ask:

• Am I effectively communicating what constitutes high-quality work?
• Have I modeled the necessary critical thinking processes for my students?
• Do I offer practice opportunities prior to key assessments?
• Am I identifying the difference between meaningful cognitive challenge and unnecessary rigidity?
• Have I created diverse routes for students to achieve their goals?

Small Changes for Big Impact

Transitioning from a gatekeeping mindset to that of a waymaker doesn’t necessitate a complete overhaul of course designs but rather a series of intentional, strategic adjustments.

1. Enhance Transparency

Start by verbalizing your thought processes. Clear examples and readily available rubrics can demystify assessments. By making expert knowledge explicit, you’ll help students better grasp what’s expected of them.

2. Embrace Growth Mindset Language

Language frames expectations. By framing student capabilities as exercises in development rather than fixed traits, as highlighted by Carol Dweck, you encourage resilience. This shift enhances students' likelihood to engage with their work and embrace feedback as a tool for growth.

3. Incorporate Flexible Standards

Establish clear guidelines while applying flexibility where warranted. Communicating standards alongside possible discretion supports both the integrity of expectations and the care for students’ unique situations.

4. Provide Opportunities for Mastery

Albert Bandura states that self-efficacy flourishes through mastered skills. Implementing low-stakes assessments early in the course can help students build confidence and chart their learning journey, leading to better outcomes in later evaluations.

These strategies align with principles of fostering belonging, motivation, and self-efficacy. Students are more inclined to engage deeply when they view their academic experience as a balance of challenge and support.

Rethinking Rigor in Education

A misconception often persists that compassion in education undermines the standards we uphold. Yet, the reality reveals that unclear expectations lead to wasted cognitive resources. Students spend more time deciphering assignments than engaging with content. On the other hand, punitive feedback can prompt students to protect their egos rather than revise their work constructively. Rigid policies without context can alienate students and misinterpret struggle as rejection rather than an opportunity for growth.

Waymaking alleviates unnecessary barriers, allowing cognitive efforts to focus where necessary — on critical thinking, synthesis, and application. True rigor resides in sustained challenges that are underpinned by clear, structured support, promoting deeper cognitive processing and reducing obstacles.

Emphasizing Professional Responsibility

Empathy in education isn't just a personal trait; it's essential for professionals. It doesn’t mean agreeing to every demand or removing necessary consequences. Understanding students’ circumstances and how designs impact their success is paramount. When empathy is perceived as a rarity, it serves as an urgent reminder for faculty.

In today’s educational context, instructors face amplified pressures: large class sizes, institutional hurdles, and heavy workloads make the gatekeeping approach seem efficient. Enforcing rules without context might save time, but it lacks effectiveness in fostering genuine learning and intellectual growth. Instead of merely sorting students based on perceived capability, the focus should be on cultivating their potential through a waymaker approach.

At the end of my meeting with the student, we established a plan — a pathway forward, not just a pass. He still had work to accomplish and standards to meet, but he left with clarity and respect, believing in his ability to progress. While we can't eliminate all challenges our students may face, we can decide whether we’re merely standing at the gate or actively walking alongside them. The choice lies with us: to guard the gate or create a path forward.

Crystal Donlan, MEd, DEd, is the Associate Director of Digital Pedagogy & Scholarship at Bucknell University, a dedicated adjunct professor at Luzerne County Community College, and a doctoral candidate in Learning and Performance Systems at Penn State University. Her research revolves around distance learning, modern literacies, and ensuring equitable practices that foster belonging and persistence.

References

Bandura, A. (1997). Self-efficacy: The Exercise of Control. Freeman.

Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House.

Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.

Tinto, V. (2012). Completing College: Rethinking Institutional Action. University of Chicago Press.

Walton, G. M., & Cohen, G. L. (2011). A Brief Social-Belonging Intervention Improves Academic and Health Outcomes. Science, 331(6023), 1447–1451.

Winkelmes, M.-A., Bernacki, M., Butler, J., Zochowski, M., Golanics, J., & Harriss Weavil, K. (2016). A Teaching Intervention that Increases Underserved College Students’ Success. Peer Review, 18(1/2).