Coming Out in the Classroom... An Occupational Hazard?: The Influence of Sexual Orientation on Teacher Credibility and Perceived Student Learning

Russ, Travis L.; Simonds, Cheri J.; Hunt, Stephen

doi:10.1080/03634520216516

Cited by 118 publications

(106 citation statements)

References 27 publications

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“…In accordance with Kunda et al's. (2002) findings that stereotypes of others reactivate after someone goes against the group's belief, we suggest the instructor's use of gay examples reactivated the students' stereotype of a gay man whom they suppose not only has 'an agenda' but is obsessed by homosexuality (Russ, Simonds and Hunt 2002). This unrecognized bias resulted in the students perceiving their instructor to be repeatedly discussing homosexuality, substituting his examples into content because they were interpreting his arguments through a lens blurred by stereotype.…”

Section: Discussionmentioning

confidence: 96%

“…In further contrast to the Russ et al (2002) study, where students used the perceived homosexuality of an instructor to discount his legitimacy, this lecturer's sexuality was not used against him in formal student evaluations. In fact, the evaluation scores for this course were averaged 4.7 out of 5.0 (the average at this university is 3.6).…”

Section: Classroom Inclusivitymentioning

confidence: 99%

“…Views supporting homosexuality were also evidenced by students' positive opinions of the openly gay instructor. Given that research has highlighted homophobic responses to openly gay university instructors (Russ, Simonds and Hunt 2002) it is significant that there were no negative comments about his sexuality. While it is possible that students feared speaking harshly of him to the observing researchers (both of whom were heterosexual), the quality of comments illustrates evidence of their sincerity.…”

Section: Classroom Inclusivitymentioning

confidence: 99%

“…Russ, Simonds and Hunt (2002) evidenced the ways in which coming out in a university setting can be understood as what they call an 'occupational hazard.' Evidencing this, they hired a professional speaker to deliver an identical lecture to eight classes.…”

Section: Homophobia and Heteronormativity In The Classroommentioning

confidence: 99%

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Heteronormativity in the University Classroom

et al. 2011

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Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. Novelty Attachment and Content Substitution among Gay Friendly Students Matthew Ripley University of Bath Eric Anderson University of Winchester Mark McCormackBrunel University Ben Rockett University of BathThis article explores the complex relationship between an openly gay instructor, homophobia, and heteronormativity in a university classroom. We first tabulated the frequency in which the instructor used the lives of heterosexuals and homosexuals as examples of content or content itself, and then interviewed 32 students about their perceptions of these frequencies. We found students significantly overestimated LGBT frequencies and underestimated heterosexual ones. We develop two analytical concepts to highlight this form of heteronormativity: novelty attachment and content substitution.We explain these phenomena by suggesting that the novelty of using LGBT examples and discussing homosexuality as content results in the activation of stereotypes among otherwise gay friendly students. We examine the cognitive underpinnings of this using social identity theory and call for further research to examine the applicability of our theory to other minority groups.Keywords: heteronormativity, novelty attachment, content substitution, pedagogy 2 Homophobia and Heteronormativity in the ClassroomAn extensive body of research focuses on homophobia in educational settings, highlighting the cultural and institutional discrimination that LGBT individuals experience at both the student and faculty level (Ferfolja 2007;Mills 2004;Rivers 1995 were told that the guest speaker was applying for a post. In order to examine for attitudes toward homosexuality the guest lecturer identified as homosexual by mentioning his partner, Jason, in four classes and he revealed heterosexuality by mentioning his partner, Jennifer, in four other classes. After each class, students were asked to fill out an evaluation of the speaker. The students scored the speaker lower on a measure of credibility when he identified as homosexual, also rating him as less knowledgeable. Highlighting the vast difference in responses to the guestlecturer, 93% of students suggested that they would 'unquestionably' hire him when they thought 3 he was straight, while only 8% of students suggested that they would 'unquestionably' hire him when he identified as gay. These findings were echoed by Anderson and Kanner (2011) who found undergraduate students perceived gay and lesbian professors as having a political agenda, compared to hete...

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Section: Discussionmentioning

confidence: 96%

Section: Classroom Inclusivitymentioning

confidence: 99%

Section: Classroom Inclusivitymentioning

confidence: 99%

Section: Homophobia and Heteronormativity In The Classroommentioning

confidence: 99%

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Heteronormativity in the University Classroom

et al. 2011

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“…It has been noted however that teacher credibility has been associated with verbal aggression Myers, (2001);Schrodt (2003), sexual orientation Russ, Simonds, & Hunt (2002), and immediacy, identified by Thweatt & McCroskey (1998) and Teven & Hanson (2004). McCroskey & Young (1981) and McCroskey & Teven (1999) define teacher credibility as the attitude of a student toward a teacher's perceived believability, whereas instructor credibility as defined by McCroskey & Young (1981, p.24), is "the attitude toward a source of communication held at a given time by a communicator.…”

Section: Teacher Credibilitymentioning

confidence: 99%

Student Perceptions of College Teacher Misbehaviors and Teacher Credibility as Perceived by Jordanian University Students

Al-Zoubi¹

2016

MJSS

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Workplace Discrimination against Sexual Minorities: Subtle and not‐so‐subtle

2017

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Sexual minorities (lesbian, gay, bisexual, and transgender individuals; LGBT) experience workplace discrimination that leads to decreased physical and emotional well-being, and negative job outcomes.LGBT individuals may also experience microaggressions and ostracism in the workplace. Microaggressions are brief and subtle slights or insults that can be either conscious or unconscious, which have negative consequences similar to direct "old-fashioned" forms of discrimination. Ostracism, being ignored and excluded, has similar negative outcomes. Microaggressions and ostracism are often ambiguous and difficult to substantiate legally, whereas other forms of discrimination can be observed directly. We review the literature on microaggressions and ostracism, which have recently been investigated with LGBT populations, suggesting future research directions. We suggest practices for encouraging an organizational climate of acceptance.

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Coming Out in the Classroom... An Occupational Hazard?: The Influence of Sexual Orientation on Teacher Credibility and Perceived Student Learning

Cited by 118 publications

References 27 publications

Heteronormativity in the University Classroom

Heteronormativity in the University Classroom

Student Perceptions of College Teacher Misbehaviors and Teacher Credibility as Perceived by Jordanian University Students

Workplace Discrimination against Sexual Minorities: Subtle and not‐so‐subtle

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