Social identities in the classroom

M. Chad McBride, Erika L. Kirby, Karla Mason Bergen, Shawn T. Wahl, Stephanie Norander, Tucker Robinson

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Scopus citations

Abstract

When instructors and students enter the classroom, they bring with them (multiple) social identities that influence classroom interaction. A social identity perspective toward instructional communication allows for exploring how interactions in the classroom are impacted by social group similarities and differences between students and their instructor (and vice versa). Being mindful of both social identity categories and intersectionality, we consider the role of multiple social identity categories and the implications of these identities for the people who claim the category, as well for others who "label" them as a part of a particular group. In particular, we look at the social identity(s) of students and instructors as tied to sex/gender, race/ethnicity, age, social class, sexual orientation, and disability. In each section, we review and evaluate relevant research and propose future directions for research in the area of social identity in the education setting.

Original languageEnglish (US)
Title of host publicationCommunication and Learning
Publisherde Gruyter
Pages339-375
Number of pages37
ISBN (Electronic)9781501502446
ISBN (Print)9781501510731
StatePublished - Sep 12 2016

All Science Journal Classification (ASJC) codes

  • Arts and Humanities(all)
  • Social Sciences(all)

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