When an Instructor Swears in Class: Functions and Targets of Instructor Swearing from College Students’ Retrospective Accounts

Abstract

Via a communication competence lens, students’ accounts of instructor swearing were inductively analyzed to understand students’ perceptions of the swear word's function and target. Coding revealed seven functions of teacher swearing: emphasize/elaborate, accommodate students, be humorous, show frustration, gain attention, instructor personality/disposition, and accidental. Six targets of teacher swearing were also found: swearing directed toward course content, noncourse content, the self (instructor), students, course assignments, and job tools. Swearing directed at course content, swearing used to emphasize/elaborate, to gain attention, and to be humorous were perceived as more appropriate than other categories. Classroom implications and instructor recommendations are offered.

Keywords:

• Communication Competence
• Instructional Communication
• Student-Teacher Relationship
• Swearing

Additional information

Notes on contributors

Mark A. Generous

Mark A. Generous is a doctoral student at the Hugh Downs School of Human Communication at Arizona State University—Tempe

Seth S. Frei

Seth S. Frei is a doctoral student in the Department of Communication Studies at The University of Texas at Austin

Marian L. Houser

Marian L. Houser is a Professor in the Department of Communication Studies at Texas State University.