"Race Doesn't Matter, But...": The Effect of Race on Professors' Experiences and Emotion Management in the Undergraduate College Classroom.
By R. Harlow. 2003
300 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/2d80b79211b20160771fe53984e847a2fd94a4f9
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
- Kimberly A. Griffin
- K. Ford
- Steve Meyers
- Chavella T. Pittman
- L. Reid
- Richard J. Reddick
- Wolfgang Stroebe
Citations in the corpus
- Race, Gender, and Bodily (Mis)Recognitions: Women of Color Faculty Experiences with White Students in the College Classroom (2011, background): “Moreover, WOC faculty realize that the presentation of competence is affected by a range of factors including speech patterns, attire, posture, hairstyle, skin tone, age, and body shape (harlow, 2003; Ong, 2005).”
- The role of perceived race and gender in the evaluation of college teaching on RateMyProfessors.Com. (2010, background): “When deciding what courses to take, students rely heavily on peer recommendations based on the desirability, expertise, and credibility of prospective faculty (Beatty & Zahn, 1990; Felton, Mitchell, & Stinson, 2004; Harlow, 2003; Hendrix, 1997).”
- Surveillance and Sacrifice (2011, background): “Previous research suggests that when Black women reject or downplay these expectations, they are subject to stereotypes of ‘‘the angry Black woman’’ and perceptions by students and colleagues that they have an ‘‘attitude’’ (Harlow, 2003).”
- Race and Gender Oppression in the Classroom: The Experiences of Women Faculty of Color with White Male Students (2010, methodology): “My research expands the work of Harlow (2003) and McGowan (2000), which only included black women, by including women from various oppressed racial groups and revealing similar patterns in their experiences.”
- Do Your Students Care Whether you Care About Them? (2009, background): “Some students challenge the competence and question the authority of female professors and faculty of color more often than they do for white male faculty (Harlow 2003).”