Instructor Responses to Rhetorical Dissent: Student Perceptions of Justice and Classroom Outcomes

Abstract

Instructors do not always meet students' expectations. Instead, they may be perceived as engaging in misbehaviors or unfair teaching practices that ultimately lead to student dissatisfaction. When this happens, students have a variety of options including dissenting rhetorically. Though much is known about why students dissent, in the current study we sought to extend instructional communication research by examining students' perceptions of their instructors' responses to rhetorical dissent to determine how perceptions of fair responses were associated with students' classroom outcomes. Participants were 208 students who reported on an incident involving rhetorical dissent and their perceptions of justice in their instructors' responses. Results indicated that students' perceptions of justice regarding instructors' remedial communication promoted transaction-specific satisfaction and positive long-term classroom outcomes.

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