Student perceptions of verbal and nonverbal cues leading to images of black and white professor credibility

Abstract

A qualitative case study investigated the definition of professor credibility and the influence of a professor's race on student perceptions of classroom credibility at a predominantly White university. This article focuses on the research question that asked what verbal and nonverbal communication cues used by professors led students to view them as credible. Nonparticipant observation, semi‐structured interviews, and open‐ended questionnaires were used to collect data from 6 male professors (3 Black, 3 White) and 28 students. Professor credibility was defined by the study participants as being either knowledgeable or knowledgeable and a good teacher. The data indicated that students used the same verbal and nonverbal communication cues to assess the credibility of Black and White professors; however, they sought more evidence of the exact nature of the academic and experiential credentials from Black professors. Professor credibility is rarely studied in instructional communication; yet credibility may be a relevant construct when studying interaction and learning in the classrooms of professors of color.

Key words:

• college classroom interaction
• credibility
• higher education
• nonverbal communication
• prejudiced receivers
• professor credibility
• student—teacher interaction
• verbal communication