‘Mansplaining’ - Reflections on Teaching Adults in University Classrooms

Abstract

Problem

Teaching diversity and critical human resource development (CHRD) presents significant challenges, particularly in politically polarized contexts and classrooms with diverse cultural and linguistic dynamics. Male educators teaching gender-related topics must navigate implicit power dynamics, including the risk of “mansplaining,” which is condescending explanations that reinforce harmful stereotypes. The limited literature on such pedagogical experiences complicates this task.

Solution

This trioethnography explores strategies to address gendered power dynamics in HRD classrooms. It draws on reflections from two hearing assistant professors and a Deaf graduate student, emphasizing the importance of centering student voices, understanding diversity needs and prior knowledge, fostering safe spaces, and practicing reflexive teaching. The findings highlight practical approaches for male educators to create inclusive, respectful learning environments while avoiding mansplaining and addressing systemic inequities.

Stakeholders

This study is directly relevant to HRD educators focused on teaching and inclusion, as well as to those indirectly devoted to the goal of creating more equitable HRD learning spaces.