Students' Participation in the Mixed-Age College Classroom

Howard, Jay R.; Short, Lillard B.; Clark, Susan M.

doi:10.2307/1318894

Cited by 62 publications

(50 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Larger classes (e.g., hundreds of students) tend to foster less student participation (Auster & MacRone, 1994;Fassinger, 1995a,b;Howard, Short, & Clark 1996;Smith, Kopfman, & Ahyun, 1996). Even with small classes, however, the majority of the participation is attributed to only a handful of students (Karp & Yoels, 1976;Weaver & Qi, 2005).…”

Section: Student Class Participationmentioning

confidence: 99%

The Effect of Teacher Confirmation on Student Communication and Learning Outcomes

Goodboy¹,

Myers

2008

Communication Education

154

View full text Add to dashboard Cite

Section: Student Class Participationmentioning

confidence: 99%

The Effect of Teacher Confirmation on Student Communication and Learning Outcomes

Goodboy¹,

Myers

2008

Communication Education

154

View full text Add to dashboard Cite

“…We control for social anxiety, since socially anxious or "shy" students may participate less (Aamodt and Keller 1981;Hyde and Ruth 2002), and because social anxiety might correlate with social group membership (Howard, Short, and Clark 1996). Social anxiety is measured using an abbreviated and rescaled version of Social Interaction Anxiety Scale developed by Mattick and Clarke (1998).…”

Section: Methods and Analysismentioning

confidence: 99%

The Role of Social Group Membership on Classroom Participation

Yaylacı

Beauvais

2017

APSC

View full text Add to dashboard Cite

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.

show abstract

“…I recognized that the availability of a second source of information, i.e., observations-like that used by Howard et al (1996) to explore college students' participation in a sociology coursewould help me contextualize the interview data and bring greater clarity to my The professors who taught the courses that I studied changed from year to year. Since I had several volunteers who had participated in an earlier iteration of the course that I did not have the opportunity to observe through the pilot study, I met with the instructor of that course to discuss the professor's general approach to the topic and pedagogical style.…”

Section: Data Collectionmentioning

confidence: 99%

Studying Science

Johnson-Thornton¹

2014

Preprint

View full text Add to dashboard Cite

Although nearly equivalent percentages of black and white students entering college aspire to earn degrees in science, technology, engineering, and mathematics (STEM), a much smaller percentage of black students than white undergraduates complete STEM degrees (HERI, 2010). Thirty-six percent of black undergraduates who initially pursue STEM fields and go on to earn bachelor's degrees switch to non-STEM majors, and 29.3 percent leave college before graduating, a rate 10 percentage points higher than that of their white counterparts (19.8 percent) (Chen, 2013). In the environmental sciences, of the 4,802 degree recipients in 2010, 81 percent (3,879) were white and only 2 percent (97) were black (NSF Table 5 -7, 2010). As has long been recognized, America is producing too few scientists and far too few from the groups historically underrepresented in higher education. The situation is especially acute in the environmental sciences. Interventions designed to address these disparities have concentrated on programmatic and pedagogical enhancements, but most lack a theoretical explanation for the positive outcomes they claim to achieve.This study employed interviews with fifteen black and white undergraduates who enrolled in introductory environmental science/studies at a selective liberal arts college. Applying the theory of Community of Practice, along with insights and concepts from Critical Race Theory and Stereotype Threat, the study shows how interactions with faculty and peers affected the extent and quality of involvement students had with the field of environmental sciences. Looking at the factors that discouraged students from participating in the Community of Practice of the environmental sciences, the study draws conclusions about effective practices and makes recommendations for attracting students from underrepresented groups to scientific fields and the careers for which degrees in those fields can prepare them.iv ACKNOWLEDGMENTS

show abstract

Students' Participation in the Mixed-Age College Classroom

Cited by 62 publications

References 33 publications

The Effect of Teacher Confirmation on Student Communication and Learning Outcomes

The Effect of Teacher Confirmation on Student Communication and Learning Outcomes

The Role of Social Group Membership on Classroom Participation

Studying Science

Contact Info

Product

Resources

About