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Journal Article

"Race Doesn't Matter, but...": The Effect of Race on Professors' Experiences and Emotion Management in the Undergraduate College Classroom

Roxanna Harlow
Social Psychology Quarterly
Vol. 66, No. 4, Special Issue: Race, Racism, and Discrimination (Dec., 2003), pp. 348-363
Stable URL: http://www.jstor.org/stable/1519834
Page Count: 16
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"Race Doesn't Matter, but...": The Effect of Race on Professors' Experiences and Emotion Management in the Undergraduate College Classroom
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Abstract

Research has shown how black scholars' experiences differ from those of their white counterparts in regard to research and service, but few studies have addressed the influence of race on professors' teaching experiences. In this paper I examine how and to what degree race shapes professors' perceptions and experiences in the undergraduate college classroom. I analyze how students' social and cultural expectations about race affect professors' emotional labor and management, shaping the overall nature of their jobs. The findings suggest that black professors' work in the classroom is different and more complex than that of their white colleagues because negotiating a devalued racial status requires extensive emotion management. Social constraints affect the negotiation of self and identity in the classroom, influencing the emotional demands of teaching and increasing the amount of work required to be effective.

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