Highlighting the intersectional experiences of students of color: a mixed methods examination of instructor (mis)behavior

IF 0.9 Q3 COMMUNICATION

COMMUNICATION EDUCATION Pub Date : 2023-01-26 DOI:10.1080/03634523.2023.2169727

Jessalyn I. Vallade, Adam Tristan, Renee Kaufmann

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引用次数: 0

Abstract

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.

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突出有色人种学生的交叉经历:对教师(错误)行为的混合方法检查

教师(不当)行为研究传统上以白人学生样本为主，限制了代表性不足的学生群体的发言权。本研究通过交叉镜头放大有色人种学生的声音，扩展了教师(错误)行为的学术研究。利用调查，参与者(N = 154)提供了开放式的教师(错误)行为描述和(错误)行为严重程度的定量评级，教师责备和报复或避免他们的教师的动机。结果显示，有色人种学生在教学研究中经历偏见/偏见的频率高于以往的报道，有色人种女学生比男学生更频繁地报告偏见/偏见。有色人种男女学生在对教师(不当)行为的评价和反应方面出现了显著差异，这突出了我们对学生经历的理解中交叉性和社会身份的重要性。最后，我们反思了教师和研究人员如何挑战现状，并对基于典型便利样本的知识主张提出质疑。

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来源期刊

COMMUNICATION EDUCATION EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.10

自引率

34.80%

发文量

期刊介绍： Communication Education is a peer-reviewed publication of the National Communication Association. Communication Education publishes original scholarship that advances understanding of the role of communication in the teaching and learning process in diverse spaces, structures, and interactions, within and outside of academia. Communication Education welcomes scholarship from diverse perspectives and methodologies, including quantitative, qualitative, and critical/textual approaches. All submissions must be methodologically rigorous and theoretically grounded and geared toward advancing knowledge production in communication, teaching, and learning. Scholarship in Communication Education addresses the intersections of communication, teaching, and learning related to topics and contexts that include but are not limited to: • student/teacher relationships • student/teacher characteristics • student/teacher identity construction • student learning outcomes • student engagement • diversity, inclusion, and difference • social justice • instructional technology/social media • the basic communication course • service learning • communication across the curriculum • communication instruction in business and the professions • communication instruction in civic arenas In addition to articles, the journal will publish occasional scholarly exchanges on topics related to communication, teaching, and learning, such as: • Analytic review articles: agenda-setting pieces including examinations of key questions about the field • Forum essays: themed pieces for dialogue or debate on current communication, teaching, and learning issues