The COVID-19 pandemic placed new teaching demands upon faculty that may have exacerbated existing race and gender disparities in the amount of emotional labor they perform. The present study surveyed 182 full-time tenured and tenure-track faculty from three small private liberal arts colleges to examine the effect of social and professional statuses on emotional labor (i.e., managing the expression of emotions to meet job requirements) during the emergency switch to remote instruction in spring 2020. Ordinary least squares (OLS) regression revealed that white cisgender men performed less emotional labor than Black, Indigenous, and People of Color (BIPOC) cisgender men, BIPOC cisgender women, and white cisgender women and gender non-conforming (GNC) faculty. Student demands for special favors fully mediated the relationship between intersectional race and gender identity and self-directed emotional labor and partially mediated its relationship with student-directed emotional labor. We conclude that the status shield afforded white cisgender men by their race and gender protected them from student demands that would have required them to engage in as much emotional labor as faculty with other intersectional race and gender identities during the pandemic. We discuss considering differences in emotional labor when making personnel decisions. Supplementary Information The online version contains supplementary material available at 10.1007/s11199-021-01271-0.

中文翻译：

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COVID-19 时代的教学学院：教师情绪劳动中的性别和种族差异。

COVID-19 大流行对教师提出了新的教学要求，这可能加剧了他们在情感劳动中现有的种族和性别差异。本研究调查了来自三所小型私立文理学院的 182 名全职终身教职和终身教职教师，以检查在紧急转换期间社会和专业地位对情绪劳动（即管理情绪表达以满足工作要求）的影响到 2020 年春季的远程教学。普通最小二乘法 (OLS) 回归显示，白人顺性别男性比黑人、土著和有色人种 (BIPOC) 顺性别男性、BIPOC 顺性别女性、白人顺性别女性和非符合（GNC）教师。学生对特殊恩惠的需求完全中介了跨种族与性别认同与自主情绪劳动的关系，部分中介了其与学生自主情绪劳动的关系。我们得出的结论是，地位盾牌为白人顺性别男性提供了种族和性别保护，使他们免受学生要求的影响，这些要求在大流行期间要求他们与具有其他交叉种族和性别认同的教师一样多地从事情感劳动。我们讨论在做出人事决定时考虑情绪劳动的差异。补充信息 在线版本包含补充材料，网址为 10.1007/s11199-021-01271-0。我们得出的结论是，地位盾牌为白人顺性别男性提供了种族和性别保护，使他们免受学生要求的影响，这些要求在大流行期间要求他们与具有其他交叉种族和性别认同的教师一样多地从事情感劳动。我们讨论在做出人事决定时考虑情绪劳动的差异。补充信息 在线版本包含补充材料，网址为 10.1007/s11199-021-01271-0。我们得出的结论是，地位盾牌为白人顺性别男性提供了种族和性别保护，使他们免受学生要求的影响，这些要求在大流行期间要求他们与具有其他交叉种族和性别认同的教师一样多地从事情感劳动。我们讨论在做出人事决定时考虑情绪劳动的差异。补充信息 在线版本包含补充材料，网址为 10.1007/s11199-021-01271-0。