Abstract
Atychiphobia, the fear of failure, has been correlated with academic procrastination, imposter syndrome, cheating behaviors, and negative self-efficacy. This critical commentary argues that ungrading, as a feminist pedagogical practice, is a useful way to encourage students to embrace, rather than fear, failure. By reframing failure as a process of discovery, failure becomes a necessary, expected, and embraced part of learning that helps to combat the traditional and often adversarial relationship between educators and students.
Recommended Citation
Scott, Sarah M.
(2024)
"Ungrading as a Tool to Combat Students’ Fear of Failure,"
Feminist Pedagogy: Vol. 4:
Iss.
5, Article 5.
Available at:
https://digitalcommons.calpoly.edu/feministpedagogy/vol4/iss5/5