Open Access. Powered by Scholars. Published by Universities.®

Inequality and Stratification Commons

Open Access. Powered by Scholars. Published by Universities.®

University of Nebraska - Lincoln

Diversity

Articles 1 - 2 of 2

Full-Text Articles in Inequality and Stratification

Passionate Pedagogy And Emotional Labor: Students’ Responses To Learning Diversity From Diverse Instructors, April Schueths, Tanya Gladney, Devan Crawford, Katherine L. Bass, Helen A. Moore Nov 2013

Passionate Pedagogy And Emotional Labor: Students’ Responses To Learning Diversity From Diverse Instructors, April Schueths, Tanya Gladney, Devan Crawford, Katherine L. Bass, Helen A. Moore

Department of Sociology: Faculty Publications

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 …


Splitting The Academy: The Emotions Of Intersectionality At Work, Helen A. Moore, Katherine Acosta, Gary Perry, Crystal Edwards Jan 2010

Splitting The Academy: The Emotions Of Intersectionality At Work, Helen A. Moore, Katherine Acosta, Gary Perry, Crystal Edwards

Department of Sociology: Faculty Publications

Using labor market theory, we assess how we have constructed the teaching of required courses on diversity, with the potential splitting of the academy into distinctive labor markets. In-depth interviews with instructors of color and nonminorities who teach required diversity-education courses at a predominately white university are qualitatively assessed and describe the differences in the emotional labor attached to this segmented academic market.We identify specific dimensions of diversity teaching that attach to the job conditions of secondary labor markets, including the distortion of work loads and evidence of differential barriers in the emotional labor attached. These labor market conditions may …