Passionate Pedagogy and Emotional Labor: Students’ Responses to Learning Diversity From Diverse Instructors
Document Type
Article
Publication Date
11-1-2013
Publication Title
International Journal of Qualitative Studies in Education
DOI
10.1080/09518398.2012.731532
ISSN
1366-5898
Abstract
This qualitative study examines emotional themes in student evaluations from required diversity courses at a predominately white, US public university. We analyzed two years of student evaluations from 29 instructors. Situated by the work of Acker, Jaggar and Hochschild, we find contradictory themes of perceived instructional bias and the balue of diversity lessons. Student evaluations resulted in systematic disadvantage for minority instructors that may be heightened for female instructors of color. Non-minority faculty (both male and female) gain privileges by avoiding dealing with diversity directly, which is reflected in student evaluations through the process of "ducking diversity." The organizational structure of required diversity courses marginalizes the scholarship and emotion work of minority instructors and inherently reproduces the very inequalities they are designed to combat.
Recommended Citation
Schueths, April M., Tanya Gladney, Devan Crawford, Katherine L. Bass, Helen A. Moore.
2013.
"Passionate Pedagogy and Emotional Labor: Students’ Responses to Learning Diversity From Diverse Instructors."
International Journal of Qualitative Studies in Education, 26 (10): 1259-1276: Taylor & Francis (Routledge).
doi: 10.1080/09518398.2012.731532 source: https://digitalcommons.unl.edu/sociologyfacpub/236/
https://digitalcommons.georgiasouthern.edu/soc-anth-facpubs/90
Comments
Copyright © 2012 Taylor & Francis. Used by permission.
Copyright and Open access: http://sherpa.ac.uk/romeo/issn/0951-8398/