From research to pedagogy: Teaching gender and communication

The Effect of Gender on Thetransfer of Interpersonal Communication Skills Training to the Workplace: Three Theoretical Frames

“…Traditionally, workplace behaviors and communication styles have favored a male paradigm. Success as a manager or supervisor thus required such qualities as risk taking, aggressiveness, and task orientation (Borisoff & Hahn, 1995;Fagenson, 1990). As previously noted, however, recent developments in total quality management and team-based organizational frameworks have begun to require of managers and supervisors a new style that includes such qualities as empathy, listening, and providing support, which are associated with females in the American social context (Carr-Ruffino, 1993;Claes, 1999;Korabik & Ayman, 1989;Lee, 1994;Penley et al, 1991;Rosener, 1990).…”

A different voice on different cultures: Illusion and reality in the study of sex differences in personal relationships

“…selling books in recent years (e.g., Gray, 1993Gray, , 1995Tannen, 1990Tannen, , 1994. The idea that men and women belong to different cultures has been popular in academic circles as well, and is a theme increasingly leaving its mark in both rescarch and textbooks (see Borisoff & Hahn, 1995;Kunkel & Burlcson, in press). Julia Wood has been one of the most articulate and prolific exponents of the different cultures thesis, contributing to the development of this perspective through numerous professional articles (e.g., Wood, 1993b, 1994a and textbooks (e.g., Wood, 199Sb, 1996, Wood's work has been important in demonstrating that the different cultures thesis is more than an item of popular fancy; hcr extensive publications have helpcd illuminate some of the serious theoretical, methodological, and pedagogical implications inherent in this viewpoint (see, especially, Wood, 1993aWood, , 1994b man, 1993).…”

Propriety of Self-Disclosure on Facebook

“…These behaviors indicate that the female teacher lacks credibility as compared to male counterparts. Similarly, Borisoff and Hahn (1995) discuss the problem with dichotomizing gender to male and female, because it perpetuates male privilege and heteronormativity, but found that typical male modes of communication are used more in a professional setting, where typical female modes of communication are reserved for intimate relationships. This would indicate that typical female communication techniques are perceived as unprofessional, which would translate to the competence dimension of credibility.…”

“…The credibility research may lack a connection between gender and credibility, but the research in other areas of communication is suggesting that this gender bias exists in the classroom. These researchers provided suggested tactics that women may utilize in order to combat this gender bias, such as speaking louder and adopting masculine forms of communication to appear more credible (Borisoff & Hahn, 1995;Sellnow & Treinen, 2004). Gender dichotomy and biases exist, but knowing this and arming one's self with a tool kit may help to battle these socially constructed norms.…”

“…Gender and ethnicity seem to be of particular interest to credibility researchers, where they have most typically found that race and ethnicity have a much greater impact on credibility than gender (Glascock & Ruggiero, 2006;Hargett & Strohkirch, n.d.;Patton, 1999). These researchers were able to provide strategies to avoid loss of credibility that included taking on more masculine forms of communication (Borisoff & Hahn, 1995;Sandler, 1991).…”