Highlighting the Intersectional Experiences of Students of Color: A Mixed Methods Examination of Instructor (Mis)Behavior

Autor/inn/en	Vallade, Jessalyn I.; Tristan, Adam; Kaufmann, Renee
Titel	Highlighting the Intersectional Experiences of Students of Color: A Mixed Methods Examination of Instructor (Mis)Behavior
Quelle	In: Communication Education, 72 (2023) 2, S.168-186 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vallade, Jessalyn I.) ORCID (Kaufmann, Renee)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0363-4523
DOI	10.1080/03634523.2023.2169727
Schlagwörter	Intersectionality; Student Experience; Minority Group Students; Teacher Behavior; Behavior Problems; Racism; Gender Differences; Student Attitudes; College Students; Self Concept + Suchen Sie Ihr Suchwort? Studienerfahrung; Teacher behaviour; Lehrerverhalten; Rassismus; Geschlechterkonflikt; Schülerverhalten; Collegestudent; Selbstkonzept
Abstract	Instructor (mis)behavior research has traditionally been empirically dominated by White student samples, limiting the voice of underrepresented student populations. The present study extends scholarship on instructor (mis)behaviors by magnifying the voices of students of color with an intersectional lens. Utilizing surveys, participants (N = 154) provided open-ended descriptions of instructor (mis)behaviors and quantitative ratings of (mis)behavior severity, instructor blame, and motivation to retaliate against or avoid their instructor. Results revealed students of color experienced prejudice/bias more frequently than previously reported in instructional research, and female students of color reported prejudice/bias more frequently than their male counterparts. Significant differences emerged for male and female students of color regarding evaluations of and reactions to instructor (mis)behavior, highlighting the importance of intersectionality and social identity in our understanding of student experiences. Finally, we reflect on how instructors and researchers can challenge the status quo and question knowledge claims made based on typical convenience samples. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01