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Call for Papers for Special Issue on Teaching Diversity in the College Communication Course

Submitted by syntaxfactory on February 12, 2016 - 4:16pm

Call for Papers for Special Issue on Teaching Diversity in the College Communication Course

Communication Teacher

Call for Papers for Special Issue on Teaching Diversity in the College Communication Course

Guest Editor: Scott A. Myers, West Virginia University (

Initial submissions due: February 26, 2016

Acceptance/revision notices: March 25, 2016

Revised submissions due: April 29, 2016

Publication: July 2016 (Volume 30, Issue 3)

The crowning of Nina Davulari as Miss America 2014. The kidnapping of more than 200 schoolgirls by Boko Haram in Chibok, Nigeria. The police killings of Michael Brown in Ferguson, Missouri, and Freddie Gray in Baltimore, Maryland. The coming out of collegiate football player Michael Sam. The public denouncement of Rachel Dolezal. The transitioning of Bruce Jenner to Caitlyn Jenner. The lowering of the Confederate flag outside the state capitol building in Columbia, South Carolina. The United States Supreme Court ruling on marriage equality.

Collectively, these societal events—as well as many others centered on wage disparity, patriotism, “free range” parenting, white privilege, and illegal immigration, to name a few—have permeated the boundaries of the college classroom, evoking the need for instructors to initiate conversations with and among their students about the role diversity plays not only in the educational setting, but also in students’ personal and work lives. In doing so, it is important to consider that the teaching of diversity acts as a vehicle through which instructors can facilitate purposeful and meaningful conversations with their students. Unfortunately, for some instructors, these conversations can be fraught with emotion, difficulty, and discomfort due to a lack of knowledge, awareness, or ability on how these conversations can be introduced into classroom pedagogy.

Because these events cannot help but influence, shape, or guide classroom interactions, in part due to the direct or indirect effects these events have exerted on students, the focus of this special issue of Communication Teacher is on the in-class activities instructors use to teach diversity (or some component of it) across a variety of communication courses at the college and university level, regardless of class size, course format (e.g. lecture, seminar), or institutional type (e.g., community college, research intensive university). For this special issue, single class activities, unit activities, and semester-long activities—as well as educational assessment articles—will be solicited that tap into the teaching of one (or more) of the three types—informational, social category, and value—of workgroup diversity identified by Karen Jehn, Gregory Northcraft, and Margaret Neal in their 1999 Administrative Science Quarterly article.

- Informational diversity centers primarily on the knowledge that students bring with them to the classroom, which is informed by their education, their experience, their expertise, their learning styles and orientations, and their listening preferences; it also includes the perspectives that students hold (and ultimately share) on a variety of topics, issues, and current events.

- Social category diversity revolves around the characteristics—both visible and hidden—that comprise students’ social identity. These characteristics include, but are not limited to, sex, race, age, ethnicity, national origin, religion, sexual orientation, veteran/military status, disability, and familial status.

- Value diversity arises when students recognize that either they do not share the same goals, mission, or purpose that their instructors attach to classroom instruction or they fail to view the relevance associated with the pedagogical tools and strategies that their instructors utilize in the classroom.

To be considered for publication in this special issue, all submissions must conform to the Publication Manual of the American Psychological Association (6th edition, 2009) and should not be under editorial review at any other journal. Single class activity submissions (an activity conducted in 1-2 class meetings; no more than 2000 words), unit activity submissions (an activity that spans an entire class unit over several days or weeks; no more than 2500 words), and semester-long activity submissions (an activity that outlines a semester-long project; no more than 3000 words) must contain the following components: (1) a brief title; (2) the course(s) for which the activity is intended; (3) the learning objective(s) for the activity; (4) a brief theoretical rationale for conducting the activity; (5) a description/explanation of the activity, including any preparation/preliminary steps and needed materials; (6) a debriefing section, including 3-5 questions that debrief student!
s about the activity; (7) an appraisal of the activity, including the limitations and any variations; and (8) 3-5 references. All activity submissions must be original teaching activities that can be implemented in the classroom.

Educational assessment article submissions should contain no more than 8000 words and must contain the following components: (1) a brief title; (2) the course in which the assessment was conducted; (3) an abstract of 100-120 words; (4) a brief statement of the problem and theoretical rationale for conducting the assessment; (5) the research question(s) and/or hypothesis(es) guiding the assessment; (6) the method for data collection; (7) the results; (8) a discussion, including practical implications for integrating the results into how the course should be taught in future iterations; and (9) references.

Any submission that fails to meet these guidelines will not be considered for publication and will be returned to the author(s). The decision not to publish a manuscript is final. All submissions should be made online via Communication Teacher’s Scholar One Manuscript site: Be sure to indicate that this submission is for this special issue. New users must first create an account. Once a user is logged into the site, submissions should be made through the Author Center.

Direct all questions regarding submissions to the Guest Editor for this Special Issue.

Submitted by JustinMattox (not verified) on February 17, 2017 - 7:31am.

Regarding publication in this special issue. We would love to inform you that all submissions are adjusted the Publication Manual of the American Psychological Association (6th edition). You will never find copies of these articles on other sources since we stick to privacy policy program. All articles are written by our competent essay writers, research group of writers that provide the readers with high quality research works.

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