Sex differences in college student-teacher interactions: Fact or fantasy?

Boersma, P. Dee; Gay, Debora; Jones, Ruth Ann; Morrison, Lynn; Remick, Helen

doi:10.1007/bf00287763

Cited by 63 publications

(14 citation statements)

References 6 publications

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“…All these measures are self-reported (table A1). Finally, we control for the TA’s gender because some studies suggest that TA gender accounts for gendered differences in participation, either because instructors engage in discriminatory behaviors or because male and female students respond differently to male and female instructors (Boersma et al 1981; Constantinople, Cornelius, and Gray 1988). 5 The distribution of these variables is presented in table 1.…”

Section: Methods and Analysismentioning

confidence: 99%

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The Role of Social Group Membership on Classroom Participation

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Beauvais

2017

APSC

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Active and cooperative learning is integral to many social science classes, as it increases student motivation, improves communication skills, and stimulates creative thinking. Many political science departments break large lectures down into smaller, weekly tutorial groups to foster active learning. But do all students participate equally in active, participatory learning? We use an original dataset measuring self-reported participation and a number of important predictors (student gender, race, and language proficiency) collected from 700 undergraduate students in 91 political science tutorials. We find that participation does vary across social groups, even when controlling for psychological and some contextual factors. Female students participate significantly less than males, racial minorities report speaking less frequently than white students, and students with lower English-proficiency (the language of instruction) also participate less. In light of these findings, we offer suggestions for instructors on how to motivate all students to find their voice in the classroom.

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Section: Methods and Analysismentioning

confidence: 99%

“…because male and female students respond differently to male and female instructors (Boersma et al 1981;Constantinople, Cornelius, and Gray 1988). 5 The distribution of these variables is presented in table 1.…”

Section: These Findings Raise An Important Question: Does Active and mentioning

confidence: 99%

The Role of Social Group Membership on Classroom Participation

Yaylacı

Beauvais

2017

APSC

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“…En examinant les études qui portent sur l'impact du sexe des enseignants sur la participation verbale, nous constatons que les résultats ne sont pas unanimes. D'abord, quelques recherches indiquent que cette variable exerce peu d'effet sur la participation verbale des étudiants (Boersma, Gay, Jones, Morrison et Remick, 1981 ;Cornelius, Gray et Constantinople, 1990 ;Sternglanz et Lyberger-Ficek, 1977). Cependant, quelques différences relatives à la façon de questionner et d'interagir avec les étudiants sont dignes de mention.…”

Section: Les Caractéristiques De L'étudiantunclassified

“…Malgré cela,Brady et Eisler (1999),Pearson et West (1991),Cornelius, Gray et Constantinople (1990) ainsi queConstantinople, Cornelius et Gray (1988) ne rapportent aucune différence significative dans les taux de participation verbale en lien avec le sexe des étudiants, et ce, en dépit de la proportion du nombre d'étudiants masculins. De leur côté,Boersma, Gay, Jones, Morrison et Remick (1981), ont observé un effet croisé du sexe, c'est-à-dire que les étudiantes ont proportionnellement une plus grande quantité d'interactions verbales lorsque l'enseignant est un homme et vice-versa.…”

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Les facteurs d'influence de la participation verbale en classe des étudiants universitaires : une revue de la littérature

Kozanitis¹,

Chouinard²

2009

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Gender differences in teacher‐student interactions in science classrooms

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Thirty physical science and 30 chemistry.classes, which contained a total of 1332 students, were observed using the Brophy-Good Teacher-Child Dyadic Interaction System. Classroom interactions were examined for gender differences that may contribute to the undempresentation of women in physics and engineering courses and subsequent careers. The Brophy-Good coding process allows for examination of patterns of interactions for individuals and groups of pupils. An analysis of variance of the data yielded a significant main effect for teacher praise, call outs, procedural questions, and behavioral wamings based on the sex of the student and a significant teacher-sex main effect for direu questions. Significant two-way interactions were found for the behavioral warning variable for teacher sex and subject by student sex, Female teachers warned male students significantly more than female students. Male teachers warned both genders with similar frequency. Male students also received significantly more behavioral warnings in physical science classes than female students. In chemistry classes, both male and female students received approximately the same number of behavioral wamings.(1986) reports that women cmstitute half of the work force in the U.S. but make up only 3% of the engineers.Women often lack the necessary high school prerequisites to enter college science and technical programs. Scholastic Aptitude Scores (SAT) and achievement tests often

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Sex differences in college student-teacher interactions: Fact or fantasy?

Cited by 63 publications

References 6 publications

The Role of Social Group Membership on Classroom Participation

The Role of Social Group Membership on Classroom Participation

Les facteurs d'influence de la participation verbale en classe des étudiants universitaires : une revue de la littérature

Gender differences in teacher‐student interactions in science classrooms

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