Understanding Bandwidth
On this page, I’ve tried to explain what I mean by “bandwidth” and the various things that deplete it for students. If you’re a read/write learner like I am, there are a few words here and more thorough explanations and supportive research in my books. If you’d rather listen, there are short videos - created outside during the pandemic; please excuse the occasional interruption from planes heading into Chicago O’Hare. (Thanks, Lizz!). Let me know through the CONTACT page if you have questions or comments.
What is "bandwidth?"
“Bandwidth” is the word I’m using to describe the part of our brain activity over which we have conscious control (most of our brain activity is involuntary, keeping our physiological processes going). We could call bandwidth attentional resources or cognitive capacity; it’s not about how smart we are but about how much of our brain power we can bring to a task. When students’ bandwidth is being taken up by worries about money or feeling like they don’t belong or concerns about physical or psychological safety, it’s not available for learning.
Stereotype Threat
When we belong to a group about whom there is a negative stereotype, and we’re in a performance situation in which that stereotype matters, we use some of our bandwidth worrying that we will do poorly, confirming that stereotype. This worry takes up some of our cognitive resources and we will likely actually perform below our ability level. This social phenomenon affects students beginning when they are children and can compromise their ability to get into college and then to succeed there.
Belonging Uncertainty
A sense of belonging is critical to students at every age, beginning in early learning settings. Children and youth who feel like they belong do better in school. In college, especially for low-income, non-majority, and first-generation students, feelings of belonging can be elusive. These students may not have the social capital they need to navigate college systems and they may get discouraged. Social capital is what we have when we have networks of support, we know where to go to get help, and we have family and friends who can help us figure out answers. Students without social capital may give up without even asking for the help that is available. At all school levels, if students can’t safely and securely bring all of their identities into the classroom, their bandwidth is severely taxed by hiding parts of who they are.
Microaggressions
Microaggressions are insults, slights, indignities, and invalidations – spoken or unspoken – that are experienced by people who are members of groups about whom there are negative stereotypes. This can include people of color, people living in poverty, people who are old, overweight, or differently-abled, and those who are perceived to be of a different faith tradition. These small incidents add up, contributing to chronic stress, eroding self-confidence, and depleting the bandwidth of those who are targeted. (Here is the handout mentioned in the video - some examples of microaggressions.)