Through emotional response theory (Mottet, Frymier, & Beebe, 2006), the current study examines how students perceptions of shared political identity with their instructor influences their willingness to communicate in class and emotions during class. Using a mixed methods approach, the study asked students to report how their instructors discussed politics in the classroom. Results from a qualitative analysis revealed that students reported few instances where instructors discussed politics in class. Further, quantitative results showed support for willingness to communicate as being an approach-avoidance behavior based on emotional response theory. Last, students perceptions of having a shared political identity with their instructor was related to student enjoyment of the class and emotional valance.
Key words: political communication in the classroom, emotional response theory, student shared political identity, social identity theory
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