Date of this Version
Published in International Journal of Qualitative Studies in Education 26:10 (November 2013), pp. 1259–1276; doi: 10.1080/09518398.2012.731532
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 of required diversity courses marginalizes the scholarship and emotion work of minority instructors and inherently reproduces the very inequalities they are designed to combat.