Condescending Esteem and the Contradictory Status of Teaching: How Educators Navigate Mixed Social Evaluation

• In Event: AERA Roundtable Session Wednesday 1:45 pm - Gold 1
  In Roundtable Session: Through Teachers’ Perceptions: Recognition, Power, and Professional Realities

Abstract

Amid urgent concerns about teacher shortages and burnout, this study explores how educators understand their professional status in the face of mixed social evaluations. Drawing on interviews with 72 K–12 teachers, it examines how they interpret public perceptions alongside their own standards of excellence. Findings reveal a central paradox: teachers are celebrated for their moral commitment yet denied recognition for their expertise and labor. I term this dynamic condescending esteem—a form of praise that affirms teachers’ virtue while devaluing their knowledge and contributions. In response, teachers emphasize their intellectual labor to reclaim status and value. This research deepens understanding of teacher morale and identity, offering insights for education leaders aiming to support and retain a persistently undervalued workforce.

Author

• Krista Galleberg, Harvard University