A qualitative comparative analysis of the conflict-identity negotiation of domestic and international graduate teaching assistants

Using a purposive sample of graduate teaching assistants (GTAs) (N = 18) in the United States, this study comparatively examined classroom conflict, conflict management strategies, and identity negotiations of Domestic Teaching Assistants (DTAs) and International Teaching Assistants (ITAs). Constant comparative analysis was used to analyze the data and findings revealed that conflict occurred because of a) differences in beliefs and expectations and b) violations of course policies. Additionally, DTAs managed conflicts through accountability, support-seeking, and consideration. Findings also indicated that conflict shaped DTAs’ identity negotiation in terms of a) reflections about ideologies and stereotypes and b) reevaluation of identity. The key differences in ITAs’ responses centered on the taken-for-granted assumptions and cultural differences emerging from their home countries and intersecting identities as female, non-U.S. accented, international, and/or people of color. A Conflict-identity negotiation cycle is introduced to explain the interrelationship between identity and conflict. The implications of the findings are discussed in relation to the role of identity in conflict communication. Practical recommendations on how to support GTAs are suggested to university administrators and graduate programs.