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In this paper, we examine higher education instructor preferences for forms of address from students. We share qualitative and quantitative analysis of data from a large survey of higher education instructors, considered across a range of demographic and contextual factors. Through the lens of Positioning Theory, our work demonstrates the ways in which preferences—and the reasons for those preferences—tend to vary. Ultimately, we propose that these preferences for student forms of address are driven at least in part by the much larger social context in which we teach.

The Position of Instruction: Faculty Perspectives on Forms of Address