Resistance in the College Classroom: Variations in Students' Perceived Strategies for Resistance and Teachers' Stressors as a Function of Students' Ethnicity

Abstract

Current research on college students' resistance to teachers' compliance-gaining efforts in the college classroom has focused on the relation of teachers' antecedent behaviors and students' noncompliance or students' strategies for resistance. The present study explored the relationship between students' ethnicity (42 African-American, 72 Hispanic, 33 Native American, 101 white), strategies for resistance, and teachers' stressors (Type-A behavior, burnout, role ambiguity, role conflict). The results of multiple discriminant analyses indicated differences in the strategies of resistance and in perceived stressors of teachers among the four ethnic groups of students.