Effects of Uncertainty Avoidance and Country Culture on Perceptions of Power Distance in the Learning Process

Abstract Psychological safety plays a key role in student learning and success, especially for traditionally marginalized populations. Hence, it becomes important to understand power differentials in engineering classrooms and how comfortable students are when navigating the uncertainties associated with learning in engineering disciplines. We used Hofstede's dimensions of national culture theory to gather students' perspectives to understand the predictive nature of uncertainty avoidance and country national culture on power distance in the context of U.S. higher education. This paper argues that understanding these two constructs among engineering students can inform classroom interactions in very complex engineering settings.