ERIC Number: EJ775918
Record Type: Journal
Publication Date: 2007
Reference Count: 19
Faculty Members' Social Identities and Classroom Authority
Chesler, Mark; Young, Alford A., Jr.
New Directions for Teaching and Learning, n111 p11-19 Fall 2007
In this chapter the authors examine how the social group identities of faculty members are reflected in their pedagogical encounters and practices. More particularly, they consider how faculty members with different social group identities deal with two issues commonly faced by all faculty: questions about their subject matter expertise and questions about the authority of the faculty role. Both areas are often the grounds on which students covertly or overtly challenge faculty authority. In exploring these issues they conducted face-to-face interviews with a sample of 64 faculty members at a major midwestern research extensive university. The excerpts presented here reflect faculty members' own perceptions and interpretations--not those of their students and colleagues--as received, organized, and interpreted by the authors.
Descriptors: College Faculty, Social Psychology, Classroom Techniques, Instructional Effectiveness, Pedagogical Content Knowledge, Teacher Role, Role Perception, Teacher Attitudes, Organizational Development, Instructional Leadership, Institutional Role, Teacher Competencies
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A