Social identity in the classroom: An examination of age identification between students and instructors

Chad Edwards, James T Harwood

Research output: Contribution to journalArticle

22 Citations (Scopus)

Abstract

Social Identity Theory (SIT) posits that individuals gain a sense of personal worth from the groups they identify with. Age group identification has been shown in the literature to have positive esteem consequences for its members. This study extends the current literature by broadening SIT to the instructional context. The results demonstrate that students who mention their instructor's age in an open-ended description of an ideal instructor are more likely to be high age-group identifiers, and are more likely to imagine a younger instructor. Students who mention their instructor's age in an open-ended description of a disfavored instructor are also more likely to be high age-group identifiers, but they are likely to imagine an older instructor.

Original languageEnglish (US)
Pages (from-to)60-65
Number of pages6
JournalCommunication Education
Volume52
Issue number1
DOIs
StatePublished - Jan 2003

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instructor
Students
classroom
examination
age group
student
Social Identity
Instructor
Group
literature
Social Identity Theory

Keywords

  • Age Identification
  • In-group
  • Instructors
  • Out-group
  • Social Identity Theory

ASJC Scopus subject areas

  • Communication
  • Education
  • Language and Linguistics

Cite this

Social identity in the classroom : An examination of age identification between students and instructors. / Edwards, Chad; Harwood, James T.

In: Communication Education, Vol. 52, No. 1, 01.2003, p. 60-65.

Research output: Contribution to journalArticle

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