Navigating Student Resistance in the Classroom: Challenges and Strategies for Female Faculty

Abstract

The #Me Too movement has called attention to the importance of sexism in experiencing mistreatment in a number of professions. In this paper, we explore the experiences of female college instructors navigating problematic student behaviors, such as interruptions and challenges to classroom management. Drawing on a survey of instructors at U.S. colleges and universities, we outline patterns in problematic student behaviors reported by instructors. Specifically, we demonstrate that instructors who self-identify as female experience a variety of behaviors that are hostile and problematic from students in their delivery of course content. Further, we suggest some strategies for mitigating these issues based on the female faculty surveyed, and areas for further research concerning college instructors’ experiences. In so doing, our work draws attention to the importance of examining and comparing how gender and influences instructors’ classroom experience.