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In this study, we explore the ways in which Intercultural Communication instructors uniquely experience emotion with work and how this influences their pedagogical approaches to this course. We collected and analyzed interviews with 21 intercultural communication educators across U.S. colleges and universities. We present findings related to the types of resistance present and/or emerging in the intercultural communication classroom, emotional responses to resistance, and strategies for managing and negotiating emotion with work in the Intercultural Communication classroom. We end with discussing implications for teacher training programs designed for the Intercultural Communication classroom. Communication is a broad and multifaceted discipline, with 48 interest groups, seven sections, and six caucuses serving the National Communication Association in 2018. As much as studying human interaction is at the heart of communication scholarship across areas, instructor experiences teaching in this broad field can vary by more than just content. Rather, our realities inside the classroom can shift due to different expectations regarding emotions, (body) politics, and social taboos. These differences can present unique challenges for Intercultural Communication educators who must navigate the murky waters of teaching diversity, inclusion, and social justice in the current political climate (Chen & Lawless, 2018; Halualani, 2018). For instance, Goodman (1995) suggested teachers committed to inclusive curricula for social and cultural diversities will encounter heated discussions and emotional reactions to ORIGINAL RESEARCH STUDIES

“You Have to Cry Before You Teach This Class”: Emotion With Work and Resistance in Teaching Intercultural Communication