Diversity and Power in Public Speaking Textbooks

Gullicks, Kristen A.; Pearson, Judy C.; Child, Jeffrey T.; Schwab, Colleen R.

doi:10.1080/01463370500089870

Cited by 14 publications

(9 citation statements)

References 8 publications

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“…Future research should assess the effect of peergenerated examples on concept exemplification, defined as creating a correct example when given the concept. In addition, we encourage researchers to create operational definitions for, and to evaluate objective measures (e.g., content analyses; Gullicks, Pearson, Child, and Schwab, 2005) of, the items captured by our Likert-type scale: diversity, relevance, and cultural sensitivity of peer-generated and textbook examples. For example, we received several submissions showing grandparents as caregivers; it would be interesting to analyze how often extended family members are mentioned as caregivers in traditional behavior-analytic texts.…”

Section: Discussionmentioning

confidence: 99%

Evaluating the Efficacy, Preference, and Cultural Responsiveness of Student-Generated Content in an Undergraduate Behavioral Course

Nava

Fahmie

Jin

et al. 2019

Behav Analysis Practice

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Increasing diversity in the field of behavior analysis may begin with an evaluation of culturally responsive practices in the college classroom. This study leveraged the various backgrounds of students in a university nationally recognized for diversity to evaluate the effects of peer-generated course materials on student performance in an undergraduate behavior analysis course. First, graduate students created multimedia examples (videos, pictures) of the behavioral principles in their everyday lives. Next, we curated an online bank of these examples corresponding to 4 topics (respondent conditioning, reinforcement, antecedent control, extinction and punishment) taught in an undergraduate behavior analysis course. We used a multiple-probe and betweengroup design to evaluate the effects of these peer-generated materials as supplements to traditional instruction. Students showed evidence of concept acquisition on all topics. However, results showed that peer-generated examples, as supplements to textbook and lectures, did not enhance students' performance on knowledge assessments but were rated by students as more preferred, culturally responsive, and diverse than textbook examples. Keywords College teaching. Concept learning. Culturally responsive teaching. University coursework Undergraduate coursework can be the gateway to a career in behavior analysis, serving as a source of both information and inspiration. To maximize students' success in their college classrooms, many behavioral faculty have adopted evidencebased pedagogical tactics, including guided notes (e.g., Neef,

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Section: Discussionmentioning

confidence: 99%

Evaluating the Efficacy, Preference, and Cultural Responsiveness of Student-Generated Content in an Undergraduate Behavioral Course

Nava

Fahmie

Jin

et al. 2019

Behav Analysis Practice

View full text Add to dashboard Cite

show abstract

“…Other studies add more dimensions that can be considered in addition to the topic of technology within these same textbooks, including the treatment of ethics (Pearson, Child, Mattern, & Kahl, 2006); communication apprehension or speech anxiety (Pearson, DeWitt, Child, Kahl, & Dandamudi, 2007); and the subtlety of gender, ethnic diversity, and power as communicated through photo representations (Gullicks, Pearson, Child, & Schwab, 2005). Thus, individuals who teach fundamentals of public speaking have a variety of research-based criteria at their disposal for an informed textbook selection.…”

Section: Limitations Future Research and Conclusionmentioning

confidence: 98%

“…Textbooks must keep pace with contemporary culture. For example, photographs should be updated to reflect greater gender and ethnic sensitivity (Garcia, 1993;Gullicks, Pearson, Child, & Schwab, 2005), results of new studies should be added, and recent speech manuscripts should be included. Because information-gathering has changed dramatically in the last decade, part of the revisions should also address technology.…”

mentioning

confidence: 99%

Technology Talk: Public Speaking Textbooks' Coverage of Information Retrieval Technology Systems

Child

Pearson

Amundson

2007

Communication Quarterly

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“…Gay (2018) believed that curriculum content can empower students if the knowledge students acquire is accessible to them and meaningful for their lives outside of school: -Content about the histories, heritages, contributions, perspectives and experiences of different ethnic groups and individuals, taught in diverse ways, is essential to culturally responsive teaching‖ (p. 127). Textbooks continue to be prominent teaching tools (Crum, 2015;Rosenwald, 2015), as most students consider textbooks incontestable sources of information (Gullicks et al, 2005). When conducting a curriculum analysis, Sleeter and Grant (1991) found that textbooks were dominated by European-Americans, as they conformed to their status, culture, and contributions.…”

Section: Culturally Responsive Teaching: Definitions Curriculum Andmentioning

confidence: 99%

Is good teaching culturally responsive?

Tanase

2020

JPR

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Demographic data show an increasingly diverse student population in all urban settings. This contrasts with the teacher force, which is predominately middle class, female, monolingual, and of European ancestry. This discrepancy adds complexity to an already complex profession. To bridge this cultural gap, researchers advocate for a change in the teaching paradigm, in which teachers understand the relationship between students' culture and learning. This paradigm is called Culturally Responsive Teaching. The participants of this study were twenty-two secondary mathematics and science teachers. The researcher analyzed whether some of the strategies used in mathematics and science urban classrooms were studentcentered as well as culturally responsive. Results show that teachers used a variety of student-centered strategies, such as discovery learning, centers and group work, and games. Similarly, the teachers incorporated their students' culture into their mathematics and science classrooms, by including their students' interests in the lessons, exposing students to similar role models, and using real-life examples that students found relatable.

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Diversity and Power in Public Speaking Textbooks

Cited by 14 publications

References 8 publications

Evaluating the Efficacy, Preference, and Cultural Responsiveness of Student-Generated Content in an Undergraduate Behavioral Course

Evaluating the Efficacy, Preference, and Cultural Responsiveness of Student-Generated Content in an Undergraduate Behavioral Course

Technology Talk: Public Speaking Textbooks' Coverage of Information Retrieval Technology Systems

Is good teaching culturally responsive?

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