Still passed over: race and the forgotten professors and students of color

IF 0.9 Q3 COMMUNICATION

COMMUNICATION EDUCATION Pub Date : 2022-11-30 DOI:10.1080/03634523.2022.2145491

Cicely T. Wilson, S. Umi, Alice Reid, K. Hendrix

引用次数: 2

Abstract

ABSTRACT This study shines a light where attention is needed; it is an assessment of our progress in our search for and improvement of pedagogical knowledge. More specifically, we address how well we have responded to Hendrix and Wilson’s (2014) call in Virtual Invisibility: Race and Communication Education to move away from the same topics: thereby, seeking new and productive ways to address issues like the diversity that reflect current societal changes and classroom demographics. The results of this blended thematic/content analysis of 262 publications in Communication Education from 2014 to 2019 reveal that, while the body of instructional communication scholarship has evolved and expanded into more complex areas, race is still passed over.

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仍然被忽略的是种族和被遗忘的有色人种教授和学生

摘要：这项研究揭示了需要关注的地方；这是对我们在寻找和改进教学知识方面取得的进展的评估。更具体地说，我们讨论了我们对Hendrix和Wilson（2014）在《虚拟隐形：种族与沟通教育》一书中的呼吁的回应，即摆脱相同的主题：从而寻求新的、富有成效的方法来解决反映当前社会变化和课堂人口统计的多样性等问题。这项对2014年至2019年《传播教育》262篇出版物的主题/内容混合分析结果表明，尽管教学传播学术的主体已经发展并扩展到更复杂的领域，但种族仍然被忽略了。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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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