Abstract

This qualitative study examined how college instructors with disabilities utilize impression management strategies in order to enhance their ability to teach more effectively in the classroom. Eight instructors from mid-size universities and community colleges across the United States were interviewed. A thematic analysis approach was used to identify emergent themes pertaining to the ways in which college instructors with disabilities use impression management in the classroom. Results showed that instructors in this study use a wide variety of impression management strategies in order to influence how they are perceived in the classroom and to improve their teaching effectiveness. These strategies included, immediate disclosure of disability, educating students on disabilities, improving relationships with students, improving instructional techniques, and making disability a non-issue. Implications and considerations for future research are proposed.

Advisor

David Engen

First Committee Member

Christopher Brown

Second Committee Member

Jasper Hunt

Date of Degree

2016

Language

english

Document Type

Thesis

Degree

Master of Arts (MA)

Department

Communication Studies

College

Arts and Humanities

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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