Student Participation and Instructor Gender in the Mixed-Age College Classroom

Howard, Jay R.; Henney, Amanda L.

doi:10.1080/00221546.1998.11775141

Cited by 55 publications

(58 citation statements)

References 27 publications

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“…Consistent with this finding, a study by Howard and Henney (1998) reports that female students in male-taught classes ''worry'' about their interactions with the faculty member. Since the majority of courses at colleges and universities are taught by male instructors, this ''worry'' factor may reflect female students' reports in the current study of feeling that they are treated differently because of their gender.…”

Section: Discussionsupporting

confidence: 62%

Creating inclusive learning communities: the role of student–faculty relationships in mitigating negative campus climate

Cress

2008

Learn Inq

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This study examined student perceptions of their learning environments at 130 American colleges and universities. Results indicate that students of color, women students, and gay/lesbian students are the most likely to observe and experience prejudice and discrimination within and outside of their classrooms. Fortunately, the development of strong student-faculty relationships significantly mitigate negative campus climate and support the formation of inclusive learning communities. Institutional implications are discussed.Keywords Campus climate Á Student-faculty relationships Á Higher education Á Students of color Á Women students Á Gay/lesbian students Á Students with disabilities Over the last decade, higher education affirmative action programs have continued to come under question. Despite legal battles to curb diversity initiatives, most Americans support efforts to bring different perspectives to campus in creating inclusive learning communities. Two-thirds of survey respondents (of which 75% identified themselves as white) said that it is very important for colleges and universities to prepare students to function in a diverse society and 55% said these students should be required to study different cultures as a graduation requirement. Another 71% said that diversity education on college campuses is bringing Americans together (Estrin 1998). Moreover, multiple U.S. Fortune 500 companies filed Amicus Briefs in support of the University of Michigan's Law School policy (and subsequent court case) to include the consideration of race/ethnicity as a part of applicants' admissions materials.Despite a U.S. Supreme Court opinion affirming the importance of a diverse student body in achieving educational gains, higher education students report that women and students of color still face stereotypes (Bresciani 2003), incidents of racial harassment persist (Kotori and Malaney 2003) causing increased stress for students of color (Johnson

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Section: Discussionsupporting

confidence: 62%

Creating inclusive learning communities: the role of student–faculty relationships in mitigating negative campus climate

Cress

2008

Learn Inq

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“…This outcome has major implications for instructional practices. Previous research found instructors are more likely to ask questions and encourage student involvement early in the semester, and then as the semester progresses instructors may spend less effort attempting to stimulate student involvement (Howard & Henney, 1998). Given the mediating effects of student relationships with each other, instructors may want to first encourage student-to-student connectedness, and then move toward student in-class involvement.…”

Section: Discussionmentioning

confidence: 91%

“…Verbally aggressive instructors may suppress student participation (Myers, Edwards, Wahl, & Martin, 2007), and their use of inappropriate aggressive and intense anger displays can negatively influence students' affect for them and course (McPherson, Kearney, & Plax, 2006). Moreover, Howard and Henney (1998) reported students' in-class involvement is also influenced by the sheer presence of other students. Fassinger (2000) argued that researchers need to consider the classroom as a group phenomenon that can affect student involvement.…”

mentioning

confidence: 92%

Co-constructing Student Involvement: An Examination of Teacher Confirmation and Student-to-Student Connectedness in the College Classroom

Sidelinger¹,

Booth‐Butterfield

2010

Communication Education

135

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In order for students to succeed academically instructors must foster a supportive and connected learning environment. Importantly, not only do instructors need to connect with students, they also need to allow students the opportunity to connect with one another. Following that framework, aligned with the Dimensions of Learning model, we examined teacher confirmation behaviors and student-to-student connectedness as predictors of students' willingness to talk in class and preparedness for class (e.g., reading assigned chapters). Results found student-to-student connectedness mediated the relationships between teacher confirmation behaviors and in-class student involvement. Thus, this co-constructed, positive classroom climate nurtures student involvement. Student-to-student connectedness also served as a stronger predictor of student involvement than class size. Regardless of class size, student-to-student connectedness is an important classroom resource that instructors need to tap into as they try to engage their students.

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“…Although male college students are more likely to ask questions in class (Auster & MacRone, 1994;Cunconan, 2002;Daly et al, 1994;Howard & Henney, 1998;Pearson & West, 1991), male K-12 students tend to participate more only when there is an abundance of other male students present in the classroom (Dillon, 1982). Dillon discovered that sex differences in participation were insignificant when there were an equal number of male and female students in a class.…”

Section: Student Class Participationmentioning

confidence: 95%

The Effect of Teacher Confirmation on Student Communication and Learning Outcomes

Goodboy¹,

Myers

2008

Communication Education

154

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Student Participation and Instructor Gender in the Mixed-Age College Classroom

Cited by 55 publications

References 27 publications

Creating inclusive learning communities: the role of student–faculty relationships in mitigating negative campus climate

Creating inclusive learning communities: the role of student–faculty relationships in mitigating negative campus climate

Co-constructing Student Involvement: An Examination of Teacher Confirmation and Student-to-Student Connectedness in the College Classroom

The Effect of Teacher Confirmation on Student Communication and Learning Outcomes

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