Putting Their Bodies Off the Line: The Response of Men Faculty of Color to Classroom-Based Conﬂict
Such questioning and challenging often emerges because these faculty may teach on matters pertaining to race and ethnicity, which may be a source of anxiety for some students, or because these faculty publicly acknowledge, intentionally foster, or become points of focus for social interactions and dynamics in the classroom that involve race or ethnicity in some way (e.g., the occurrence of explicitly racist acts, the criticism by some students of other students’ learning styles or manner of engaging course material given their racial/ethnic background, or the visible expression of consternation about some aspect of the course material that the instructor has selected). Otherwise, and again like women faculty of color, these men may experience conﬂict just by their presence, by the fact that their presence runs counter to the norms of white men hegemony in the academy and in the classroom. Students of color may expect what these faculty may determine to be an unwarranted degree of additional support, understanding, or awareness of their concerns given their shared identity status. Alternatively, they may experience conﬂict resulting from the perceptions of students from majority racial backgrounds that such faculty provide unwarranted degrees of support, understanding, or awareness of the concerns of students of color or that such faculty hold biases or prejudices against students from majority backgrounds. Not surprisingly, then, as men faculty of color possess racial and ethnic identities that are subordinate, they often bear the same kinds of challenges that women faculty of color encounter (see especially chapters 4 and 8 for examples).