This chapter compared views of US- and foreign-educated faculty who teach in American universities on what represents excellent teaching using an online version of the teacher behavior checklist (TBC). Demographic criteria (including prior graduate training in teaching, rank, and teaching experiences) were used as bases for comparison. Both groups…

Using a combination of critical theory, poststructuralism, and critical pedagogy, this chapter calls for a shift in the ways we conceive, imagine, and represent international instructors in US classrooms. More specifically, it highlights the importance of the voices of international instructors themselves, proposes a shift from the current…

This chapter presents an autoethnography of an international graduate teaching assistant (ITA) at two universities (in a midsize state university in the eastern United States and a large public research university in the southwestern United States). Standpoint and muted group theories are utilized to discuss the experiences of being a female ITA…

This chapter examines the negotiated experiences of a female international faculty of color teaching an intercultural communication course from the lens of intersecting cultural identities in the context of a prominently White institution in the United States.

Globalization and recent demographic changes in the United States contribute to an increasing number of nonnative speakers of English in our classrooms. Such multicultural classrooms present different dynamics and challenges. Most teachers don't receive training in college to work with students whose first language and culture are different…

This chapter presents findings from a qualitative study which investigated the perceptions of twenty-five ITAs toward US American undergraduates. The participant cohort comprised fourteen PhD and eleven master's students, of which, three were male and twenty-two were female ITAs teaching oral communication or a communication course requiring…