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Emotional labor accompanying academic work is often gendered and racialized, and such labor may be heightened for those teaching diversity courses. This article reports on interviews with 38 faculty members teaching diversity courses required as part of general education programs at three predominantly White liberal arts colleges in the Southeastern U.S. Findings detail the types and examples of emotional labor performed, as well as faculty members' rhetorical framing of the concept as either an expectation or choice and their attempts to set boundaries around emotional work or opt out of performing it altogether. This study leads to implications for faculty and graduate student training and socialization, as well as implications for institutional leaders to acknowledge, value, and limit emotional labor.

Higher education institutions have adopted diversity course requirements while hiring more faculty members off the tenure track. Non-tenure track faculty members' experiences teaching required diversity courses while navigating their precarious employment status has not been sufficiently explored. Addressing this need, the present study examined the experiences of non-tenure track instructors teaching diversity courses as part of general education programs at five colleges and how they understood their relationships to the diversity course requirement and the institution. Instructors perceived themselves as institutional "heavy lifters," yet emphasized that their precarious status left them disconnected from the diversity requirement and the larger campus.

Applying O'Meara, Campbell, and Terosky's (2011) faculty agency framework, this qualitative case study examined full-time, non-tenure-track faculty (FTNTTF) members' perceptions of their agency at an elite public research university. Participants experienced greater agency over time and in the classroom, but felt their agency was constrained by departmental and college leadership's inconsistent interpretation of university policies regarding FTNTTF. Participants experienced feelings of invisibility and exclusion, unclear perceptions and undervaluation by their colleagues, and felt vulnerable to leadership transitions that might affect their roles. This study suggests that overarching power structures--administration, tenured faculty, formal and informal policies--may contribute to experiences of constrained agency and invisibility for key members of the organization. These complex dynamics undermine FTNTTF's capacity to actualize their skills, experience, and expertise to the full extent of their abilities.