Highlighting the intersectional experiences of students of color: a mixed methods examination of instructor (mis)behavior

ABSTRACT Instructor (mis)behavior research has traditionally been empirically dominated by White student samples, limiting the voice of underrepresented student populations. The present study extends scholarship on instructor (mis)behaviors by magnifying the voices of students of color with an intersectional lens. Utilizing surveys, participants (N = 154) provided open-ended descriptions of instructor (mis)behaviors and quantitative ratings of (mis)behavior severity, instructor blame, and motivation to retaliate against or avoid their instructor. Results revealed students of color experienced prejudice/bias more frequently than previously reported in instructional research, and female students of color reported prejudice/bias more frequently than their male counterparts. Significant differences emerged for male and female students of color regarding evaluations of and reactions to instructor (mis)behavior, highlighting the importance of intersectionality and social identity in our understanding of student experiences. Finally, we reflect on how instructors and researchers can challenge the status quo and question knowledge claims made based on typical convenience samples.