Abstract
For this study, expectancy violations theory was used to explore the associations among instructors’ inappropriate conversations, perceived homophily (similarity), and college students’ emotional and cognitive interest. Results found that students’ perceptions of instructor perceived homophily moderated the relationships between students’ reports of instructors’ enactment of inappropriate conversations and students’ emotional and cognitive interest. These results offer further understanding of the ways in which inappropriate conversations and perceived homophily affect perceptual outcomes in the college classroom, which can inform college faculty, administrators, and mentors. Limitations and future research directions are discussed.
Recommended Citation
Sidlinger, R. J., & Bell McManus, L. M. (2020). Mentoring faculty and bolstering students’ emotional and cognitive interest: The impact of perceived homophily in the college classroom. Journal of the Association for Communication Administration, 39(1), 23-40.
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