"I feel like I'm changing people's lives, even if it's just two hours at a time": Understanding contingent instructors' emotion management in university teaching.
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| Title: | "I feel like I'm changing people's lives, even if it's just two hours at a time": Understanding contingent instructors' emotion management in university teaching. |
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| Authors: | Adamyk, Natalie |
| Source: | Canadian Review of Sociology. Aug2024, Vol. 61 Issue 3, p262-282. 21p. |
| Subjects: | Emotions, College teaching, Psychosocial factors, Organizational structure, Universities & colleges |
| Abstract (English): | This article extends existing scholarship on contingent or temporary‐contract university instructors' emotional agency by employing the Bolton's emotion management and Cottingham's emotional capital typologies in tandem. In interviews with 40 instructors from universities across Canada, participants described acquiring both primary and secondary emotional capital as an embodied psychosocial resource through past education, upbringing and culture, and knowledge and skills from previous work and training experiences respectively. They then deployed this capital through emotion management based in both social and organizational feeling rules in their capacity as professors. This allowed instructors to reinforce their own sense of purpose, authority and competence as instructors, and to establish fulfilling relationships with students through teaching and mentoring which they infused with personal meaning. However, instructors' agency was also curtailed to varying degrees, by both institutional attitudes around academic contingency and sexist, and in some cases, racist or otherwise patronizing attitudes from students. Despite this, instructors were often able to reaffirm their identities as instructors by using emotion management in self‐affirming ways, such as by drawing on self‐confidence gained through previous occupations and training, and facilitating cultural backgrounds shared with students through emotional management. [ABSTRACT FROM AUTHOR] |
| Abstract (French): | Abstraite: Cet article élargit la recherche existante sur l'agence émotionnelle des enseignants universitaires occasionnels ou temporaires en utilisant les typologies de la gestion des émotions de Bolton et du capital émotionnel de Cottingham en tandem. Lors d'entretiens avec 40 enseignants d'universités canadiennes, les participants ont décrit l'acquisition d'un capital émotionnel primaire et secondaire en tant que ressource psychosociale incarnée, grâce à l'éducation et à la culture antérieures, ainsi qu'aux connaissances et aux compétences acquises lors d'expériences de travail et de formation antérieures, respectivement. Ils ont ensuite déployé ce capital à travers une gestion des émotions basée sur des règles sociales et organisationnelles en tant qu'instructeurs. Cela a permis aux instructeurs de renforcer leur propre sentiment d'utilité, d'autorité et de compétence en tant qu'instructeurs, et d'établir des relations épanouissantes avec les étudiants grâce à un enseignement et un mentorat, auxquels ils ont donné un sens personnel. Cependant, l'action des instructeurs a également été limitée à des degrés divers par les attitudes institutionnelles concernant les contingences académiques et les attitudes sexistes et, dans certains cas, racistes ou condescendantes de la part des étudiants. Malgré cela, les instructeurs ont souvent été en mesure de réaffirmer leur identité d'instructeurs en utilisant la gestion des émotions de manière à s'affirmer, par exemple en s'appuyant sur la confiance en soi acquise grâce à des professions et des formations antérieures, et en facilitant les contextes culturels partagés avec les étudiants par le biais de la gestion des présentations. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | This article extends existing scholarship on contingent or temporary‐contract university instructors' emotional agency by employing the Bolton's emotion management and Cottingham's emotional capital typologies in tandem. In interviews with 40 instructors from universities across Canada, participants described acquiring both primary and secondary emotional capital as an embodied psychosocial resource through past education, upbringing and culture, and knowledge and skills from previous work and training experiences respectively. They then deployed this capital through emotion management based in both social and organizational feeling rules in their capacity as professors. This allowed instructors to reinforce their own sense of purpose, authority and competence as instructors, and to establish fulfilling relationships with students through teaching and mentoring which they infused with personal meaning. However, instructors' agency was also curtailed to varying degrees, by both institutional attitudes around academic contingency and sexist, and in some cases, racist or otherwise patronizing attitudes from students. Despite this, instructors were often able to reaffirm their identities as instructors by using emotion management in self‐affirming ways, such as by drawing on self‐confidence gained through previous occupations and training, and facilitating cultural backgrounds shared with students through emotional management. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 17556171 |
| DOI: | 10.1111/cars.12478 |
