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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.

Few scholars have examined the civic engagement experiences of graduate students in engineering fields. To address this void, this study uses social exchange theory and experiential learning theory to consider the experiences of engineering graduate students in service programs at a predominantly White research university. The findings suggest that students are highly motivated to serve and derive complex meaning-making from their service, thus advancing understandings of how engineering graduate students find meaning in civic engagement. Although engineering graduate students may be expected to focus primarily on research and professional advancement, our findings suggest there is an opportunity to more fully involve students in civic engagement activities.

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.

This chapter describes a program aimed to help international graduate students navigate linguistic, pedagogical, and cultural challenges they face as new college instructors by connecting them with undergraduates who share personal insights and campus resources.

Required undergraduate diversity courses often expose students to topics and worldviews which may push them out of their comfort zones and prompt dissonance and even resistance. This paper reports on interviews with 68 faculty members across 16 humanities and social science disciplines at five predominantly white institutions in the Southern United States, detailing how they navigated discussion of controversial topics in required diversity courses. Most instructors aimed to expose students to critical social issues yet were concerned that resistance could disturb the learning process. We identified 20 unique strategies for handling controversial topics in class that included proactively establishing community and safety and normalizing conflict, and reactively acknowledging and surfacing multiple perspectives, as well as connecting content to students’ lived experiences. Some instructors also reported a lack of controversy or conflict in their classrooms, which they variously attributed to student characteristics or their own disinclination to promote heated discussion—which, we argue, calls into question the breadth and criteria of many institutionally defined diversity course requirements. We conclude the paper with implications for faculty, educational developers, administrators, and institutions. [ABSTRACT FROM AUTHOR]

Using theories and concepts relating to the social construction of Black masculinity and male gender role conflict the authors explored contextualized meanings of masculinities and corresponding behavioral expressions among 22 Black men enrolled at a private research university. The concepts of toughness, aggressiveness, material wealth. restrictive emotionality, and responsibility underscored the meanings the participants ascribed to masculinities. Participants expressed these concepts behaviorally through their pursuit of leadership and academic success, homophobia, and the fear of femininity, and through the sexist and constrained relationships they experienced with women. Based on the findings, practical implications for supporting the gender identity development and success of Black men during their undergraduate years are offered as are recommendations for future research on the gender-related experiences of Black male undergraduates.

The academy plays a significant role in male students' experience of gender. In this article, the authors explore how educators can effectively support healthy and productive gender identity development among college men. Their goal is to provide insight into how campus cultures convey and reinforce lessons about what constitutes "normal" masculine behavior. Like Michael Kimmel, Michael Messner, and other pro-feminist men's studies scholars, the authors view masculinity as a socially constructed identity that encompasses the attitudes, beliefs, and behaviors that are culturally associated with men. They also draw on the theoretical work of Alexander Astin and other student development scholars who have concluded that behavior is the outcome of what people learn from the environments and social contexts in which they interact.

The article looks at female readers of romance fiction. Particular focus is given to readers' discussions about their reading and their relationships with writers, publishers, and other readers. According to the author, readers of romance do not reproduce the patriarchal ideology found in these books; rather, they form communities of women in order to support a female literary tradition. It is suggested that scholars who are critical of the romance genre do not realize that the same criticisms were leveled against the novel genre as a whole early in its history. Details on romance readers' use of the Internet to connect with one another are presented. Other topics include book covers, issues related to romance publishing, and the novels' portrayal of sex and courtship.

Using theories and concepts relating to the social construction of Black masculinity and male gender role conflict, the authors explored contextualized meanings of masculinities and corresponding behavioral expressions among 22 Black men enrolled at a private research university. The concepts of toughness, aggressiveness, material wealth, restrictive emotionality, and responsibility underscored the meanings the participants ascribed to masculinities. Participants expressed these concepts behaviorally through their pursuit of leadership and academic success, homophobia, and the fear of femininity, and through the sexist and constrained relationships they experienced with women. Based on the findings, practical implications for supporting the gender identity development and success of Black men during their undergraduate years are offered, as are recommendations for future research on the gender-related experiences of Black male undergraduates. [ABSTRACT FROM AUTHOR]