An initial investigation of the effects of gender on student questions in the classroom: Developing a descriptive base

Pearson, Judy C.; West, Richard

doi:10.1080/03634529109378823

Cited by 81 publications

(66 citation statements)

References 34 publications

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“…The mean total interaction per student in a given session was 1.9. Contrary to some previous research (see, for example, Brooks, 1982;Constantinople et al, 1988;Crawford, & MacLeod, 1990;Fassinger, 1995;Pearson & West, 1991;Sternglanz & Lyberger-Ficek, 1977), a nearly equal percentage of females and males participated in discussion (53.1 % to 51.5%), and females participants outpaced their male counterparts in terms of mean interactions per student (2.07 to 1.55). Consistent with previous research (Howard et al, 1996;Howard & Henney, 1998), a much higher percentage of nontraditional students (age 25 or over) participated than traditional students (59.8% to 47.1 %).…”

Section: Results and Analysiscontrasting

confidence: 43%

The Consolidation of Responsibility and Students' Definitions of Situation in the Mixed-Age College Classroom

Howard

Baird

2000

The Journal of Higher Education

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Section: Results and Analysiscontrasting

confidence: 43%

The Consolidation of Responsibility and Students' Definitions of Situation in the Mixed-Age College Classroom

Howard

Baird

2000

The Journal of Higher Education

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“…Le sens et la portée du coefficient de régression associée à la variable sexe indique que les hommes perçoivent qu'ils participent davantage que les femmes. Ce résultat n'est pas conforme avec la plupart des études qui n'ont trouvé aucune différence significative portant sur la variable sexe des étudiants (Brady et Eisler, 1999 ;Cornelius, Gray et Constantinople, 1990 ;Pearson et West, 1991 ;Weaver et Qi, 2005). Ce résultat s'écarte également de ceux d'autres études qui rapportent des taux de participation verbale plus élevés chez les femmes (Canada et Pringle, 1995 ;Howard et Henney, 1998).…”

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“…Ce résultat n'est pas conforme avec les travaux qui portent sur le sujet et qui affirment que l'intérêt pour le cours et le sentiment d'autoefficacité constituent des variables importantes en ce qui a trait à la participation verbale (Auster et MacRone, 1994 ;Christensen et collab., 1995 ;Fassinger, 1995aFassinger, , 1995bPearson et West, 1991). Toutefois, il se peut qu'un problème de multicolinéarité soit à l'origine de ces résultats.…”

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Une analyse exploratoire d’un modèle prédictif de la participation verbale en classe universitaire

Kozanitis

Chouinard

2009

rse

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La présente étude vise, d’une part, à identifier les effets directs et indirects des variables d’influence de la participation verbale, et à examiner la valeur prédictive d’un modèle théorique, d’autre part. Pour ce faire, un questionnaire auto-rapporté a été rempli par 538 étudiants (344 femmes). Des analyses de régression ont permis d’identifier des effets directs quant au sexe, à la période de la journée et aux buts d’apprentissage. Par ailleurs, l’influence des variables âge, nombre de sessions terminées et réaction de l’enseignant semble être médiatisée par les buts d’apprentissage. De façon générale, les résultats permettent d’apprécier la valeur heuristique du modèle.The present study aims to identify the direct and indirect effects of variables affecting classroom verbal participation, and to examine the predictive value of a theoretical model. A self-reported questionnaire was administered to 538 students (344 women). Multiple regression analyses revealed direct effects for gender, time of day, and mastery goals. In addition, the influence of variables such as age, number of completed semesters, and instructor’s reaction seems to be mediated by mastery goals. All in all, the results show a reasonable heuristic value of the model.El presente estudio tiene por propósito, por una parte, identificar los efectos directos e indirectos de las variables que influyen la participación verbal y, por otra, examinar el valor predictivo de un modelo teórico. Para lograrlo, 538 estudiantes (344 mujeres) completaron un cuestionario auto-aplicado. Algunos análisis de regresión posibilitaron la identificación de los efectos directos en cuanto al sexo, al periodo del día y a las metas de aprendizaje. Por otro lado, la influencia de las variables edad, número de semestres terminados y reacción del profesor parece ser mediatizada por los objetivos de aprendizaje. De manera general, los resultados permiten apreciar el valor heurístico del modelo

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“…However, women and underrepresented minorities commonly place high value on people and group-oriented activity 15 . Pearson & West suggest that the traditional classroom structure is designed to foster independent, non-collaborative thinking and is most supportive of white males 16 .…”

Section: A the Issue Of Stem Major Retentionmentioning

confidence: 99%

Early Internships for Engineering Technology Student Retention: A Pilot Study

Sriraman¹,

Spencer²,

Talley³

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Research in engineering technology major retention suggests that early internships present an outstanding opportunity for freshman and sophomore students to engage, socialize, and learn in communities of practice and to "discover" the link between theory and practice early in their academic tenure, leading to a consequent improvement in retention rates. At Texas State University, the traditional senior-level capstone internship program was reengineered and converted into a sophomore level program with minimal prerequisites so as to enable sophomore-level engineering technology students to participate early in the internships, explore their majors, and undergo experiential learning in the world of practice in their chosen disciplines. The motivation for this project came from onsite internship industry interviews and the department's three industrial advisory boards, which strongly suggested that early, immersion-type industrial experiences would prepare students to become better learners. This conversion coincided with the strategic imperatives that stemmed from a university-wide second year STEM major retention effort. This latter effort culminated in a four-year NSF funded project, of which the early internships are a module. This paper presents research that was conducted at Texas State University on the STEM major retention issue and the intervention measures that were adopted to enable students to become more integrated socially and academically and become effective learners. Also included are a description of the internship program reengineering effort, the details of the early internship program implementation, and aspects of how the program is facilitating the assessment of student learning outcomes for ABET and other accreditation processes. The paper concludes with preliminary results that were harvested from the pilot implementation in Summer 2015 and with directions for future work.

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An initial investigation of the effects of gender on student questions in the classroom: Developing a descriptive base

Cited by 81 publications

References 34 publications

The Consolidation of Responsibility and Students' Definitions of Situation in the Mixed-Age College Classroom

The Consolidation of Responsibility and Students' Definitions of Situation in the Mixed-Age College Classroom

Une analyse exploratoire d’un modèle prédictif de la participation verbale en classe universitaire

Early Internships for Engineering Technology Student Retention: A Pilot Study

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