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Race and Gender Oppression in the Classroom: The Experiences of Women Faculty of Color with White Male Students
Chavella T. Pittman
Vol. 38, No. 3 (JULY 2010), pp. 183-196
Published by: American Sociological Association
Stable URL: http://www.jstor.org/stable/27896528
Page Count: 14
You can always find the topics here!Topics: Oppression, Higher education, White people, Classrooms, African Americans, Gender identity, Classroom environment, College instruction, Womens rights, College students
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Research shows that an oppressive classroom environment impairs learning and academic performance for students with oppressed identities. Less research examines faculty perceptions of their classroom, but such research could reveal whether an oppressive environment impairs teaching effectiveness. Although the literature shows that women faculty of color spend a disproportionate amount of time teaching, researchers have not systematically examined their classroom experiences. My study relies on transcripts of 17 in-depth interviews with women faculty of color at a large, predominantly white research institution. Despite their legitimate authority as professors, these women describe gendered racism in their classroom interactions with students. Specifically, they depict white male students as challenging their authority, teaching competency, and scholarly expertise, as well as offering subtle and not so subtle threats to their persons and their careers.
Teaching Sociology © 2010 American Sociological Association