Is Coming Out in the Classroom Still an Occupational Hazard? A Replication of Russ, Simonds, and Hunt (2002)

Boren, Justin P.; McPherson, Mary B.

doi:10.1080/10510974.2018.1466719

Cited by 10 publications

(10 citation statements)

References 15 publications

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“…Our overall quantitative finding, that students did not rate the gay and straight instructor differently, is inconsistent with earlier research (DeSouza & Olson, 2018;Russ et al, 2002) wherein gay instructors were rated significantly lower. Participants in these studies were rather homogenous in terms of age, race, and sexuality, and the findings from those studies, another recent study (Boren & McPherson, 2018), and our own findings could suggest that greater diversity among student populations may translate to higher scores for gay instructors. This may bode well for community college instructors given that community colleges tend to be more diverse than the average university in the United States (American Association of Community Colleges [AACC], 2018; National Center for Education Statistics [NCES], 2017).…”

Section: Discussionmentioning

confidence: 51%

“…Because competence is a component of teacher credibility (Gili, 2013;Hendrix, 1993;McCroskey et al, 1974;Pornpitakpan, 2004;Teven & Katt, 2016), we sought to establish the lecturer's subject-matter expertise by having him perform a musical work during the lecture. Promoting the highest possible credibility scores for a lecturer is in keeping with the procedures used by other credibility researchers (Boren & McPherson, 2018;DeSouza & Olson, 2018;Russ et al, 2002).…”

Section: Methodsmentioning

confidence: 96%

“…It includes three dimensions: character (trustworthiness), competence (intelligence), and caring (goodwill) (McCroskey, 1972; Teven & Katt, 2016). Credibility has been described as a “super-variable” (Teven & Katt, 2016, p. 184) because of its relationship to many facets of classroom dynamics and teacher-student relationships (McCroskey et al, 1974; Nadler & Nadler, 2001), including what students believe they learn (Gili, 2013; Myers & Martin, 2006; Russ et al, 2002; Teven & McCroskey, 1997), and student evaluations of instructors (Boren & McPherson, 2018; DeSouza & Olson, 2018; Russ et al, 2002; Teven & McCroskey, 1997). Further, students who do not trust an instructor are unlikely to invest in learning (Teven & Katt, 2016); yet, students who perceive an instructor to be highly credible are likely to recommend that faculty member to a friend and register for another course taught by the same instructor (McCroskey et al, 1974; Nadler & Nadler, 2001).…”

mentioning

confidence: 99%

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Is Coming Out in the Community College Classroom an “Occupational Hazard?”

Sundblad,

Dansereau

2023

Community College Review

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Objective: This study is a replication of Russ et al.’s (2002) work, which showed that students’ credibility beliefs about and perceived learning from a male university instructor were negatively affected when he identified as gay. Because the primary professional responsibility of community college faculty is teaching, and student evaluations may influence decisions about teacher effectiveness, perceived teacher credibility may be of particular importance within community colleges. Given the number of years that have elapsed since the 2002 study, determining whether the documented bias still exists is necessary. Therefore, the purpose of this study was to determine how community college students’ perceptions of a male teacher’s credibility and perceptions of their own learning were influenced by the instructor being open about his sexual orientation. Methods: This study used mixed methods, was undergirded by Critical Realism, and employed a sequential design with questionnaires and semi-structured interviews. Results: Participants as a collective did not provide significantly different ratings for any dimension of credibility nor for perceptions of learning in either condition. Interview data largely supported the statistical findings; however, they also revealed discomfort with gay instructors and an eagerness to support marginalized instructors; participant reactions aligned with three broad categories of indifference, discomfort, or allyship. Open-ended responses suggested that participants attended more to competence for the straight lecturer and more to character traits for the gay lecturer. Contributions: The findings, especially with regard to participants’ reduced focus of attention on competence for marginalized instructors, have practical implications for equity and faculty evaluation.

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Section: Discussionmentioning

confidence: 51%

Section: Methodsmentioning

confidence: 96%

mentioning

confidence: 99%

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Is Coming Out in the Community College Classroom an “Occupational Hazard?”

Sundblad,

Dansereau

2023

Community College Review

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“…Russ et al (2002), although they advocated for the importance of being out in the classroom, found that students rated gay educators as less credible than their straight counterparts. Boren and McPherson (2018) were not able to replicate the findings of Russ et al (2002) in a subsequent study, perhaps indicating a shift in cultural perceptions of queer people. Incongruent with that notion, however, are recent findings regarding the experiences of school psychologists.…”

Section: Queer People Working In Educational Settingsmentioning

confidence: 63%

The Queer Experience of School Counselors: An Interpretative Phenomenological Analysis

Tucker

Nelei-Nunnemaker

Scanlan

2021

Professional School Counseling

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Although a vast amount of research now exists concerning the provision of competent counseling services to LGBTQ+ clients and students, a gaping aperture remains in the literature regarding the experiences of counselors who identify as LGBTQ+. This gap in the literature is especially evident for the profession of school counseling. In this study, we employed the qualitative research design of interpretative phenomenological analysis to delve into the lived experiences of six school counselors who self-identify as LGBTQ+ and the meanings they ascribed to their experiences. Although each participant provided a unique voice and perspective, several common themes emerged that could help provide a better understanding of these populations. Data analysis yielded four superordinate themes: systemic, historical, and cultural context; experiencing queerphobia; personal and professional identity and expression; and enhanced counseling abilities. The results illuminate both the forces operating against these school counselors and the unique strengths that they bring to the counseling profession.

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“…En su estudio meta-analítico, Finn et al (2009) destacan que la credibilidad docente presenta una asociación significativa moderada con una gran cantidad de características y comportamientos del profesor y resultados del alumnado. Como concluyen Boren y McPherson (2018), los comportamientos de los profesores tanto dentro como fuera del aula tienen efectos significativos en las percepciones de los alumnos sobre su credibilidad y, por consiguiente, en el aprendizaje de los estudiantes.…”

Section: Discusión Y Conclusionesunclassified

Credibilidad docente: una revisión de la literatura

2019

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In recent years instructor credibility has been considered one of the most significant variables in the teacher-student communication, constituting a fundamental element in the teaching-learning process. Research on instructor credibility has mainly focused on analyzing the variables that affect instructor credibility and their impact on the teaching-learning process. Thus, the purpose of this study was to establish the state of the art of teacher credibility through a review of the existing literature, establishing the variables that affect it and determining its impact on the teaching-learning process. A bibliographic search was carried out in Web of Science, Scopus, PsycINFO and ERIC databases, selecting for the review a total of 64 scientific articles, published between 1980 and 2018, that fulfilled the established inclusion criteria. After the analysis of the studies included in the review, in relation to the variables that affect teacher credibility, 8 categories were identified while, with regard to the impact of teacher credibility on the teaching-learning processes, 5 categories were identified, including in each of them the main contributions of the studies included in the analysis. Based on the obtained results, the influence of teachers' behaviors on students' evaluations and on the teaching-learning process is highlighted, which indicates the need for teachers to have positive behaviors to be perceived by students as credible people and, therefore, to positively affect the teaching-learning process.

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Is Coming Out in the Classroom Still an Occupational Hazard? A Replication of Russ, Simonds, and Hunt (2002)

Cited by 10 publications

References 15 publications

Is Coming Out in the Community College Classroom an “Occupational Hazard?”

Is Coming Out in the Community College Classroom an “Occupational Hazard?”

The Queer Experience of School Counselors: An Interpretative Phenomenological Analysis

Credibilidad docente: una revisión de la literatura

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