Their Voices Must Be Heard: Implications of Race and Racism in Student Evaluation of Teaching

• In Event: The Hate U Give "F" Us All: "Race" and Racism in Student Evaluation of Teaching

Abstract

This work draws on critical race methodology to problematize race neutral discourse by illuminating the experiences of faculty of color as members of historically marginalized groups teaching in the academy. This is accomplished through memoirs, (Berry & Mizelle, 2006; Harlow, 2003; Stanley, 2006; Tuitt et. al, 2009; Turner et. al, 2011), course evaluation responses, research on students' perceptions of faculty of color, faculty of color course evaluations (Bavishi et al, 2010; Littleford et al, 2010; Perry et al, 2015), and research on the attributes of faculty of color teaching on college and university campuses (Adams, 2006; Bane, 2006; Madyun et al, 2013) to unpack racism, privilege, knowing, and students experience with faculty of color in the academy. To this end, the paper contributes to broader conversations regarding the experiences of faculty of color in predominantly white institutions. Specifically, the work explores how race influences college students' perception of self in relation to their professors of color, as historically marginalized others. Further the piece illuminates the limitations and possibilities of these perceptions in informing students' course evaluations.

Author

• LaVada Taylor, Purdue Univeristy Northwest