Maintaining credibility and authority as an instructor of color in diversity-education classrooms: A qualitative inquiry

Abstract

Interviews with instructors of color teaching required diversity-education courses at a predominately white university are qualitatively assessed. Major themes emerge on credibility and authority, including resistance to instructors' outsider status, challenges to instructor integrity and course content, and derogation tactics. Countermeasures by instructors involve anticipatory teaching, depoliticizing the course, and disarming students. We discuss potential reforms to increase instructor retention. Copyright © 2009 by The Ohio State University.