Author's Keywords: race and gender, engaged pedagogy, feminist pedagogy, women of color	Convention All Academic Convention can solve the abstract management needs for any association's annual meeting. Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf. Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets! Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more! Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering. Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more! Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches! Click here for more information.
Association: Name: APSA Teaching and Learning Conference URL: http://www.apsanet.org
Citation: URL: http://www.allacademic.com/meta/p101339_index.html Direct Link: HTML Code:

Sampaio, Anna. "Evaluating Race and Gender: Women of Color as teachers in Political Science" Paper presented at the annual meeting of the APSA Teaching and Learning Conference, Renaissance Hotel, Washington, DC, Feb 18, 2006 <Not Available>. 2011-03-14 <http://www.allacademic.com/meta/p101339_index.html>

Sampaio, A. , 2006-02-18 "Evaluating Race and Gender: Women of Color as teachers in Political Science" Paper presented at the annual meeting of the APSA Teaching and Learning Conference, Renaissance Hotel, Washington, DC Online <PDF>. 2011-03-14 from http://www.allacademic.com/meta/p101339_index.html

Publication Type: Conference Paper/Unpublished Manuscript Abstract: This paper examines some of the obstacles to teaching for women of color in Political Science. In particular, I examine how race and gender intersect with questions of pedagogy and class content to produce a complex mixture not frequently replicated among other faculty in the discipline. In the course of this examination I highlight two particular themes that resonate in much of the literature: the wide range of student sensibilities, biases, and predilections regarding race and gender that are projected onto female faculty of color in the classroom; and procedural norms, such as standardized teaching evaluations, and their application as objective criteria for measuring the performance of different faculty. I maintain that most universities are insufficiently attentive to the complex intersections of race and gender experienced by female faculty of color and that the use of standardized teaching evaluations often lends itself to this problem by failing to properly contextualize and appreciate these levels of difference. Finally, I attempt to test the impact of race and gender in the classroom and their impact on faculty course evaluations through a focus group, a student survey, and a comparison of faculty course evaluations at the University of Colorado. The results both confirm and challenge prevailing expectations and provide some measure of how classroom experiences differ for women of color.

Expanding Categorization at the Intersection of Race and Gender: "Women of Color" as a Political Category for African American, Latina, Asian American, and American Indian Women

Teaching Race, Gender and Class: A Doctoral Students’ Perspective

Who’s Class Is It?: Student Evaluations Based on Valuations of Race, Class, and Gender