ABSTRACT
In this chapter, we present the findings that were idiosyncratic to the university teachers we interviewed in the USA. You will see that very few of the preconceptions raised in this chapter are unique to American higher education; we contextualize them here so that there are points of interest and relevance for all higher education teachers. As with Chapters 4 and 5, we elaborate on the teachers’ perceptions of their students, firstly those beliefs that were upheld in our research, followed by those that were not upheld, and in each case explore how we might respond to these preconceptions in support of student learning. As in the previous two chapters, we devote more time to addressing more complex issues raised.
