Research indicates that students of color often experience marginalization in their academic pursuits at predominantly white institutions. This study utilized critical whiteness studies to examine how communication teachers who instructed basic courses enacted cultural sensitivity in their course content and pedagogical practices. Fifteen faculty at seven academic institutions were interviewed about their teaching practices. Three recurring themes emerged in the data analysis: (a) culture and absence, (b) culture and the marginal, and (c) culture and conflict. These themes revealed how whiteness functioned implicitly to place cultural and diversity issues outside of my participants’ knowing and thus outside of their basic communication cour...
Using theoretical applications, the authors present an overview of theories that highlight approache...
Abstract The following exploratory research is an examination of professor experiences with teaching...
Clinical experiences are crucial to the development of prospective teachers (PTs), especially the st...
As we have found in our experience as communication educators and scholars, there is a need for educ...
Research indicates that minority students are underrepresented in our classroom curriculum (Churchil...
Graduate teaching instructors (GTIs) have the unique opportunity of learning to be both scholars and...
This study focuses on the experiences and perceptions of White faculty in the community college clas...
This paper evaluates students\u27 arguments for a color-blind society to avoid discussions related t...
Norms of whiteness are pervasive throughout schooling in the United States (Tanner, 2017). Critical ...
How are faculty of color retained once they are recruited? More importantly, how do factors such as ...
Faculty contribute to the campus racial climate for all students, but particularly for students of c...
This article explores the dynamic of the Silenced Dialogue within a graduate-level, teacher preparat...
This qualitative research study draws from James P. Gee's theory of discourse analysis, from critica...
The experience of a woman faculty of color (WFOC) teaching in a traditionally homogenous, rural Amer...
This qualitative research study draws from James P. Gee's theory of discourse analysis, from critica...
Using theoretical applications, the authors present an overview of theories that highlight approache...
Abstract The following exploratory research is an examination of professor experiences with teaching...
Clinical experiences are crucial to the development of prospective teachers (PTs), especially the st...
As we have found in our experience as communication educators and scholars, there is a need for educ...
Research indicates that minority students are underrepresented in our classroom curriculum (Churchil...
Graduate teaching instructors (GTIs) have the unique opportunity of learning to be both scholars and...
This study focuses on the experiences and perceptions of White faculty in the community college clas...
This paper evaluates students\u27 arguments for a color-blind society to avoid discussions related t...
Norms of whiteness are pervasive throughout schooling in the United States (Tanner, 2017). Critical ...
How are faculty of color retained once they are recruited? More importantly, how do factors such as ...
Faculty contribute to the campus racial climate for all students, but particularly for students of c...
This article explores the dynamic of the Silenced Dialogue within a graduate-level, teacher preparat...
This qualitative research study draws from James P. Gee's theory of discourse analysis, from critica...
The experience of a woman faculty of color (WFOC) teaching in a traditionally homogenous, rural Amer...
This qualitative research study draws from James P. Gee's theory of discourse analysis, from critica...
Using theoretical applications, the authors present an overview of theories that highlight approache...
Abstract The following exploratory research is an examination of professor experiences with teaching...
Clinical experiences are crucial to the development of prospective teachers (PTs), especially the st...