Abstract
Teaching social sciences frequently involves politically and ideologically fraught issues. This study examines the effect of students’ perceived ideological distance from their professors on their academic experience, drawing on a survey of 1,257 students from Social Science and Law faculties in Israel across five different universities. Congruent with previous findings from the US, the study’s results demonstrate that perceived ideological distance lowers students’ evaluations of their professors’ commitment to their success. Implications of the findings are discussed with reference to the current underrepresentation of right-wing and conservative academics in the social sciences.
| Original language | English |
|---|---|
| Pages (from-to) | 794-806 |
| Number of pages | 13 |
| Journal | Journal of Political Science Education |
| Volume | 17 |
| Issue number | S1 |
| DOIs | |
| State | Published - 2021 |
Bibliographical note
Funding Information:The Max Kampelman Chair for Democracy and Human Rights at the Hebrew University of Jerusalem provided financial support for this research. The authors wish to thank Noam Gidron, Maayan Mor, and Chagai Weiss for their helpful comments.
Publisher Copyright:
© 2021 Taylor & Francis Group, LLC.
Keywords
- Teaching
- alienation
- ideological distance