Unsafe in the Classroom: First-Generation Faculty of Color Teaching Experiences

• In Event: "First-Generation" Faculty of Color in Higher Education: Voicing Silenced Narratives in Academe

Abstract

Much has been written regarding how the classroom can be a difficult space for faculty of color (Dasgupta, 1999; Gutiérrez y Muhs, Niemann, González, & Harris, 2012; Turner et al, 2008), yet there is lack of discussion on the ways that first generation faculty of color also traverse difficult classroom spaces. As a first generation college student who became a professor, I felt underprepared to enter the classroom and felt uniquely challenged by students who questioned my academic credibility. Drawing on student evaluation data collected from an education leadership course, I discuss negative teaching evaluations that I received regarding the curriculum as well as my instruction (Jain & Solórzano, 2015). In particular I highlight the professional and personal impact of these evaluations, such as reigniting feelings of imposter syndrome, a psychological barrier to success experienced by high achievers (Clance & Imes, 1978) and common among first-generation college students. Lastly, I will discuss the mentoring that I received by a first-generation senior faculty member that allowed me to cope with these negative reviews.

Author

• Dimpal Jain, California State University - Northridge