Transforming Education: The Shift from Gatekeeping to Pathmaking

Recently, during a discussion with a student facing academic difficulties, we focused on clarifying goals and establishing a structured plan to move forward. At the end of our exchange, the student expressed gratitude for the empathetic approach I took, emphasizing how rare such support feels. This comment led me to reflect on the deeper role of educators in shaping student experiences.

Traditionally, higher education has operated under a gatekeeping framework, where faculty members serve as the guardians of academic standards. While measuring readiness is essential for maintaining quality, this approach can often devolve into an environment where ambiguity masquerades as rigor and distance is misinterpreted as professionalism. What if, instead of merely being keepers of the gate, educators aimed to pave paths for students?

The Shortcomings of Gatekeeping

Research underscores the significance of belonging in student persistence. Vincent Tinto argues that when students feel integrated into their academic environments, they are much more likely to succeed. On the flip side, those who view themselves as outsiders may find it easier to disengage. Studies show that students from diverse or nontraditional backgrounds can interpret common academic struggles as confirmation of their lack of belonging. Subtle cues from educators—such as tone, feedback, or clarity of expectations—can significantly impact students' feelings of inclusion or exclusion.

Rigid gatekeeping practices can inadvertently exacerbate feelings of uncertainty regarding belonging. In contrast, adopting a pathmaking approach clarifies expectations while still upholding academic standards.

Pathmaking: Embracing Support without Lowering Standards

Being a pathmaker doesn’t equate to relaxing academic criteria or inflating grades. Instead, it involves creating an environment where standards are transparent and the learning journey is well-supported without compromising the integrity of the academic challenge. The goal is to craft multiple avenues for student success.

Research by Mary-Ann Winkelmes on transparent assignment design shows that when educators clearly communicate the purpose, tasks, and evaluation criteria, particularly for first-generation and underserved students, performance improves. Transparency enhances access to rigorous education rather than diluting it. Similarly, findings from John Hattie's research illustrate that timely and constructive feedback significantly propels student achievement. Success thrives not when we impose barriers, but when we illuminate pathways to meet expectations.

Rigor focuses on cognitive engagement rather than obscurity. Pathmaking prompts essential questions:

• Have I clearly defined criteria for high-quality work?
• Have I demonstrated the cognitive processes required?
• Have I offered practice opportunities before major evaluations?
• Have I differentiated between true cognitive rigor and enforced rigidity?
• Have I established diverse routes for achievement?

Taking Practical Steps Towards Pathmaking

Transitioning from a gatekeeping mindset to a pathmaking approach doesn’t necessitate an overhaul of courses or curricula. It can initiate with intentional, incremental adjustments.

1. Making Expectations Explicit

Articulate your thought processes. Share exemplars. Ensure transparency in assessment by distributing rubrics and comprehensive guides. By externalizing the often-unspoken knowledge of experts, students gain clarity about expectations, reducing academic mystique.

2. Embrace "Not Yet"

Language plays a pivotal role in shaping attitudes toward learning. According to Carol Dweck’s research, framing abilities as developmental encourages perseverance. When feedback highlights progress rather than pitfalls, students are more inclined to engage in revision and continue their efforts.

3. Implement Structured Flexibility

Combining clear policies with compassionate discretion conveys both the importance of standards and an understanding of individual circumstances. Exercising professional judgment supports expectations rather than undermining them.

4. Foster Early Mastery

Albert Bandura emphasizes that self-efficacy stems from acquiring skills that lead to successful outcomes. Early low-stakes assessments equip students to gauge their comprehension, enhancing both competence and confidence before the more significant evaluations take place.

These strategies resonate with research highlighting the synergy between belonging, motivation, and self-efficacy. Students are more inclined to engage deeply when they experience both challenges and support.

Rethinking Rigor in Education

There's a persistent misconception within higher education that compassion diminishes academic standards. In reality, the opposite can hold true. When expectations lack clarity, students divert their cognitive efforts toward deciphering assignments instead of immersing themselves in content. Punitive feedback often leads students to protect their egos instead of pursuing opportunities for revision. Consequently, rigid policies without clear rationale can foster a sense of exclusion amidst struggles rather than one of growth.

The pathmaking approach diminishes inefficiencies that obstruct intellectual engagement, allowing students’ efforts to focus where it matters most: on analyzing, synthesizing, and applying knowledge. True rigor involves sustained cognitive challenges supported by clear structures, fostering depth of understanding while removing unnecessary barriers.

A Call for Professional Empathy

Empathy in teaching should be viewed as a professional obligation rather than merely a personality trait. It doesn’t mean acquiescing to every request or softening necessary standards; rather, it involves stepping into students’ shoes and evaluating how our choices either facilitate or hinder their path to success. When students highlight the rarity of empathy in academia, it’s a crucial indicator for reflection.

Instructors often operate under considerable pressures—large class sizes, institutional constraints, and heavy workloads. The gatekeeping mindset can feel efficient, as it’s quicker to enforce rules than explain them. Yet efficiency should not eclipse effectiveness. Our goal should transcend merely categorizing students; it ought to be about fostering their capabilities. This embodies the essence of being a pathmaker.

As I completed that meeting with the student, he walked away with a clear plan—not just passing grades or vague expectations. He had deadlines, standards, and necessary work ahead of him, but he also left with a sense of dignity and clarity, believing he could navigate the path forward. While we can’t eliminate every obstacle our students encounter, we can consciously choose whether to guard the gate or to accompany them along their journey.

Crystal Donlan, MEd, DEd, currently serves as the Associate Director of Digital Pedagogy & Scholarship at Bucknell University, is an adjunct professor at Luzerne County Community College, and a PhD candidate in Learning and Performance Systems at Penn State University. Her research focuses on distance learning, modern literacies, and fostering belonging, persistence, and meaningful engagement in educational practices.

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).