When the “Other” Is the Teacher: Implications of Teacher Diversity in Higher Education
When the “Other” Is the Teacher: Implications of Teacher Diversity in Higher Education
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当“他者”是教师时：教师多元化对高等教育的影响
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发表时间：
1999
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通讯作者：
Lucila C. Vargas
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作者：
Lucila C. Vargas
使用定性的方法，我探讨这些问题：它是什么样的颜色的妇女在白色为主的大学任教？在一个以白色为主的校园里，当老师是“他者”时，会发生什么？我的工作数据来自我自己的生活经验作为一个拉丁裔教授，从深入采访15名女教师的颜色，并从书面文件（包括问卷调查与19名教授和267我自己的学生评价）。为了解释这些数据，我借鉴了欧文·戈夫曼（Erving Goffman）对社会互动和公共行为的见解，以及迈克尔·福柯（Michael Foucault）对权力的概念化，特别是他对权力在地方层面上的行使和表达方式的理论化。我认为，当教师不同于白色男性规范时，以白色为主的校园的教室是一个有争议的领域。最重要的是，我认为，在这个有争议的领域，一些学生努力复制社会的不平等制度。因此，我认为学生可以在遏制社会变革和执行传统标准方面发挥关键作用。
Using qualitative methods, I explore these questions: What is it like for women of color to teach in predominantly white universities? What happens in the classroom of a predominantly white campus when the teacher is the “other”? I work with data from my own lived experience as a Latina professor, from in-depth interviews with 15 women teachers of color, and from written documents (including questionnaires with 19 professors and 267 of my own student evaluations). To interpret these data, I draw on Erving Goffman's insights about social interaction and public behavior and on Michael Foucault's conceptualization of power, especially his theorizing on the way in which power is exercised and articulated at the local level. I argue that the classroom of a predominantly white campus is a contested terrain when the teacher differs from the white male norm. Most important, I argue that in this contested terrain, some students struggle to reproduce society's systems of inequality. Thus I posit that students can play a crucial role in containing social change and enforcing traditional standards.