ERIC Number: EJ1021806
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 41
Passionate Pedagogy and Emotional Labor: Students' Responses to Learning Diversity from Diverse Instructors
Schueths, April M.; Gladney, Tanya; Crawford, Devan M.; Bass, Katherine L.; Moore, Helen A.
International Journal of Qualitative Studies in Education (QSE), v26 n10 p1259-1276 2013
This qualitative study examines emotion themes reflected in student evaluations from required diversity courses at a predominantly white, US public university. We analyze two years of student evaluations for 29 instructors. Situated by the work of Acker, Jaggar, and Hochschild, we find contradictory themes of perceived instructional bias and the value of diversity lessons. Student evaluations result in systematic disadvantage for minority instructors that may be heightened for female instructors of color. Non-minority instructors (both male and female) gain privileges by avoiding dealing with diversity directly which is reflected in student evaluations through the process of "ducking diversity". The organizational structure of required diversity courses marginalizes the scholarship and emotion work of minority instructors and inherently reproduces the very inequalities they are designed to combat.
Descriptors: College Students, Student Evaluation of Teacher Performance, Emotional Response, Minority Group Teachers, Teacher Characteristics, Gender Differences, Racial Differences, Multicultural Education, Social Bias, College Faculty, Social Influences, College Instruction, Cultural Awareness, Social Justice, Teacher Responsibility, Teacher Attitudes, Ethnicity, Qualitative Research
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Reports - Research; Journal Articles
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A