"I Share to Help Them See": A Mixed-Method Analysis of Faculty Use of Self-Disclosure in Diversity Courses.
Social work education promotes a critical lens through which students engage with power systems. As educators, faculty often decide whether to share their own identities with students, yet we lack research on reasons faculty choose to share (or not share) their identities, and the ways in which priv...
| Publicado en: | Journal of Social Work Education Vol. 59; no. 3; pp. 772 - 790 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Summer2023
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=171842165&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 171842165 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10437797 SWE jtl: Journal of Social Work Education issn: 10437797 maglogo: Y pubinfo: dt: Summer2023 vid: 59 iid: 3 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 171842165 10.1080/10437797.2022.2033660 ppf: 772 ppct: 18 formats: fmt: – @attributes: type: T – @attributes: type: P size: 453KB tig: atl: "I Share to Help Them See": A Mixed-Method Analysis of Faculty Use of Self-Disclosure in Diversity Courses. aug: au: Holman, Elizabeth Grace Paceley, Megan S. Courts, C. L. Dominique su: College teachers Attitude (Psychology) Group identity Self-disclosure Research methodology Descriptive statistics sug: subj: College teachers Attitude (Psychology) Group identity Self-disclosure Research methodology Descriptive statistics ab: Social work education promotes a critical lens through which students engage with power systems. As educators, faculty often decide whether to share their own identities with students, yet we lack research on reasons faculty choose to share (or not share) their identities, and the ways in which privilege and marginalization affect that decision. Using a mixed-method approach, this study (N=84) addresses that gap. Quantitative analysis revealed that age was associated with intentionally sharing that identity; no other social identity was significantly related to disclosure practices. Qualitative analysis revealed the nuanced reasons that faculty elected to disclose or not disclose their identities. Discussion of these findings is situated in critical pedagogy, examining how faculty address power structures in the classroom. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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