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• W291784659 abstract "This phenomenological study explored students’ experiences of being silenced in their higher education classroom. Themes emerging from this study include the influence of past experiences, devaluation of students’ previous knowledge and learning, use of communication patterns to silence students, and internalization of conflict and oppression resulting from being silenced. “Sometimes a simple, almost insignificant gesture on the part of a teacher can have a profound formative effect on the life of a student” (Freire, 1998, p. 46). Regardless of the professor’s intentions or self-awareness, his/ her actions can damage and marginalize a student from the learning process. This happened to me. In a graduate course, a classmate made an offhanded remark about gay men I considered inappropriate. I interrupted the class and stated my concern that the remark was based on stereotypes and false assumptions. When my professor insufficiently addressed my concerns, I became angry with her resistance to using the situation as a learning opportunity and her confrontational stance towards me. I felt silenced similar to the way other people may be silenced, such as being ignored when hands are raised and opinions are ignored or not taken seriously (Johnson-Bailey, 2001). The professor never approached me to talk about what occurred. This negatively impacted my future relationship with her. There was a disconnect between what my professor said she valued and what her practice demonstrated, which is common of educators professing to value social justice and fairness (Johnson-Bailey & Alfred, 2006). I was disappointed by the shortcoming and this apparent dichotomy between the professor’s espoused theories and theories-in-use (Argyris & Schon, 1974). Learning is facilitated when students view teachers as having both credibility and authenticity (Brookfield, 2006), which involves consistency between what they say and what they do. When learning is sacrificed, a lose-lose situation is created for both the teacher and the student, as was the outcome in my situation. Subsequently, as a requirement for a qualitative research course, I decided to find other students who may have had similar experiences. The purpose of this phenomenological study was to understand the experience of being silenced in the classroom from the point of view of those who have felt this suppression. This study was designed to address the following question: How do students perceive their experience of being silenced in their higher education classroom? Method and Design This phenomenological study explored how students describe and make meaning of a phenomenon experienced by them directly (Patton, 2002), specifically being silenced in their higher education classroom. An email explaining the intent of my study was sent via a listserv to graduate students enrolled in the College of Education at a large, urban public research university in southeast Florida. Three students self-disclosed being silenced and agreed to participate in the study using a pseudonym to provide confidentiality. The three female students in their 30’s were Denise (African American), Turquoise (Cuban American), and Maya" @default.
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• W291784659 date "2013-01-01" @default.
• W291784659 modified "2023-09-27" @default.
• W291784659 title "Speaking Up: A Phenomenological Study of Student Perceptions of Being Silenced in their Higher Education Classrooms" @default.
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