Abstract
This study examined whether the ethnicity or gender of the instructor affects instructor credibility in the university classroom. Two hundred thirty seven students rated an instructor's credibility in general, then evaluated one of four videotaped instructor's credibility (one each female and male instructor from an African American background and one each female and male instructor from aEuropean American background). A significant relationship was found between instructor ethnicity and credibility, which may be explained by immediacy, novelty, presensitization, social correctness, or all of these. Results showed no significant relationship between instructor gender and credibility, and the interaction between instructor ethnicityand gender and credibility was not significant.
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