{"title":"“我生来就是这样做的”:教授研究生水平多样性课程的教师经验","authors":"M. Morgan, P. Marin","doi":"10.1177/00986283211066943","DOIUrl":null,"url":null,"abstract":"Background Little research has focused on teaching graduate-level diversity courses, particularly from the faculty standpoint. Such pedagogy calls for unique skills and contains many challenges. Objective The purpose of the study was to better understand what works and what is needed to support instructors of graduate-level diversity courses, as well as common challenges that these instructors face. Method Using Charmaz’ Constructivist Grounded Theory approach, data from 20 qualitative interviews were analyzed for emergent themes. Results Four over-arching themes emerged: (a) Challenges in Teaching the Course, (b) Impact on the Instructor, (c) Coping with Course Challenges, and (d) Feelings about Teaching Multicultural Courses. Conclusion Findings suggest the unique nature of graduate-level diversity courses, and the need for resources and support for instructors of such courses. Teaching Implications Teaching diversity courses can take a personal and professional toll on the instructor. University systems should be aware of this and support structures and resources for such teaching.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.7000,"publicationDate":"2022-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"“I was Born to do This”: Faculty Experiences Teaching Graduate-Level Diversity Courses\",\"authors\":\"M. Morgan, P. Marin\",\"doi\":\"10.1177/00986283211066943\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Background Little research has focused on teaching graduate-level diversity courses, particularly from the faculty standpoint. Such pedagogy calls for unique skills and contains many challenges. Objective The purpose of the study was to better understand what works and what is needed to support instructors of graduate-level diversity courses, as well as common challenges that these instructors face. Method Using Charmaz’ Constructivist Grounded Theory approach, data from 20 qualitative interviews were analyzed for emergent themes. Results Four over-arching themes emerged: (a) Challenges in Teaching the Course, (b) Impact on the Instructor, (c) Coping with Course Challenges, and (d) Feelings about Teaching Multicultural Courses. Conclusion Findings suggest the unique nature of graduate-level diversity courses, and the need for resources and support for instructors of such courses. Teaching Implications Teaching diversity courses can take a personal and professional toll on the instructor. University systems should be aware of this and support structures and resources for such teaching.\",\"PeriodicalId\":47708,\"journal\":{\"name\":\"Teaching of Psychology\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.7000,\"publicationDate\":\"2022-04-11\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Teaching of Psychology\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1177/00986283211066943\",\"RegionNum\":4,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching of Psychology","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1177/00986283211066943","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
“I was Born to do This”: Faculty Experiences Teaching Graduate-Level Diversity Courses
Background Little research has focused on teaching graduate-level diversity courses, particularly from the faculty standpoint. Such pedagogy calls for unique skills and contains many challenges. Objective The purpose of the study was to better understand what works and what is needed to support instructors of graduate-level diversity courses, as well as common challenges that these instructors face. Method Using Charmaz’ Constructivist Grounded Theory approach, data from 20 qualitative interviews were analyzed for emergent themes. Results Four over-arching themes emerged: (a) Challenges in Teaching the Course, (b) Impact on the Instructor, (c) Coping with Course Challenges, and (d) Feelings about Teaching Multicultural Courses. Conclusion Findings suggest the unique nature of graduate-level diversity courses, and the need for resources and support for instructors of such courses. Teaching Implications Teaching diversity courses can take a personal and professional toll on the instructor. University systems should be aware of this and support structures and resources for such teaching.
期刊介绍:
Basic and introductory psychology courses are the most popular electives on college campuses and a rapidly growing addition to high school curriculums. As such, Teaching of Psychology is indispensable as a source book for teaching methods and as a forum for new ideas. Dedicated to improving the learning and teaching process at all educational levels, this journal has established itself as a leading source of information and inspiration for all who teach psychology. Coverage includes empirical research on teaching and learning; studies of teacher or student characteristics; subject matter or content reviews for class use; investigations of student, course, or teacher assessment; professional problems of teachers; essays on teaching.