在社区大学课堂上出柜是一种“职业危害”吗?

IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH
Michael B. Sundblad, Diana R. Dansereau
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引用次数: 0

摘要

目的:本研究复制了Russ等人(2002)的研究,该研究表明,当一名男性大学教师被认定为同性恋时,学生对他的可信性信念和从他那里感知到的学习受到负面影响。由于社区大学教师的主要专业责任是教学,学生的评价可能会影响对教师有效性的决定,因此在社区大学中,感知到的教师信誉可能特别重要。考虑到2002年的研究已经过去了这么多年,确定文献中的偏见是否仍然存在是必要的。因此,本研究的目的是确定社区大学生对男教师可信度的看法和对自己学习的看法如何受到教师对性取向的公开的影响。方法:本研究采用混合方法,以批判现实主义为基础,采用问卷调查和半结构化访谈的顺序设计。结果:参与者作为一个集体,在两种情况下,对可信性的任何维度和对学习的感知都没有提供显著不同的评分。访谈数据在很大程度上支持了统计结果;然而,他们也表现出对同性恋教师的不适,并渴望支持边缘化教师;参与者的反应大致分为三类:冷漠、不适和结盟。开放式回答表明,参与者更多地关注异性恋讲师的能力,而更多地关注同性恋讲师的性格特征。贡献:研究结果,特别是关于参与者对边缘化教师能力的关注减少,对公平和教师评估具有实际意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Is Coming Out in the Community College Classroom an “Occupational Hazard?”
Objective: This study is a replication of Russ et al.’s (2002) work, which showed that students’ credibility beliefs about and perceived learning from a male university instructor were negatively affected when he identified as gay. Because the primary professional responsibility of community college faculty is teaching, and student evaluations may influence decisions about teacher effectiveness, perceived teacher credibility may be of particular importance within community colleges. Given the number of years that have elapsed since the 2002 study, determining whether the documented bias still exists is necessary. Therefore, the purpose of this study was to determine how community college students’ perceptions of a male teacher’s credibility and perceptions of their own learning were influenced by the instructor being open about his sexual orientation. Methods: This study used mixed methods, was undergirded by Critical Realism, and employed a sequential design with questionnaires and semi-structured interviews. Results: Participants as a collective did not provide significantly different ratings for any dimension of credibility nor for perceptions of learning in either condition. Interview data largely supported the statistical findings; however, they also revealed discomfort with gay instructors and an eagerness to support marginalized instructors; participant reactions aligned with three broad categories of indifference, discomfort, or allyship. Open-ended responses suggested that participants attended more to competence for the straight lecturer and more to character traits for the gay lecturer. Contributions: The findings, especially with regard to participants’ reduced focus of attention on competence for marginalized instructors, have practical implications for equity and faculty evaluation.
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来源期刊
Community College Review
Community College Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.40
自引率
7.70%
发文量
22
期刊介绍: The Community College Review (CCR) has led the nation for over 35 years in the publication of scholarly, peer-reviewed research and commentary on community colleges. CCR welcomes manuscripts dealing with all aspects of community college administration, education, and policy, both within the American higher education system as well as within the higher education systems of other countries that have similar tertiary institutions. All submitted manuscripts undergo a blind review. When manuscripts are not accepted for publication, we offer suggestions for how they might be revised. The ultimate intent is to further discourse about community colleges, their students, and the educators and administrators who work within these institutions.
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