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Journal Article

Race and Gender Oppression in the Classroom: The Experiences of Women Faculty of Color with White Male Students

Chavella T. Pittman
Teaching Sociology
Vol. 38, No. 3 (JULY 2010), pp. 183-196
Stable URL: http://www.jstor.org/stable/27896528
Page Count: 14
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Race and Gender Oppression in the Classroom: The Experiences of Women Faculty of Color with White Male Students
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Abstract

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.

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