The Effect of Instructor Gender and Race/Ethnicity on Gaining Compliance in the Classroom¹

Abstract

How instructors' gender and race impacts their ability to gain compliance in the classroom when utilizing various bases of social power was investigated using a 2 × 2 × 3 between‐subjects design. Male and female participants (n = 297) completed the Interpersonal Power Inventory while viewing a photo depicting an instructor. The instructors depicted were male or female of varying ethnicities (Caucasian, African American, and Latino). Results indicated that instructor gender and race influenced student compliance rates when soft (subtle and noncoercive) bases of power were utilized. With regard to individual power bases, student gender, instructor gender, instructor race, and the Instructor Gender × Instructor Race interaction were found to impact compliance rates. Implications for classroom instructors, as well as other powerholders, are discussed.

Social Power in the Classroom: Student Attributions for Compliance

“…Raven et al reported alpha coefficients for the individual power bases ranging from .67 to 3 6 (Study l), and from .62 to .83 (Study 2). Elias and Loomis (2004) reported alpha coefficients for the individual power bases ranging from .60 to .83. Previous research has demonstrated that the IPI is effective at detecting both harsh and soft bases of power through the use of principal components analysis (PCA).…”

“…For example, Elias (2004) reported that female supervisors suffered when male subordinates rated their power usage. Elias and Loomis (2004) have examined how an instructor's gender might impact his or her ability to gain compliance from his or her college students. Lyness and Thompson (1 997) reported that female managers exerted less authority when compared to male managers in similar workplace positions.…”

“…Hvpothesis 1. Numerous studies (e.g., Carli, 1999;Elias & Loomis, 2004;Fiske & Ruscher, 1993;Lyness & Thompson, 1997) have indicated that female, compared to male, powerholders are at a disadvantage in terms of exerting authority. Based on these findings, it is believed that females also will be at a disadvantage when it comes to resisting authority.…”

Employee Gender vs. Supervisor Gender: Gender Interaction Effects in Employees’ Upward Influence Behavior in Hotels

“…These differences are even more heightened when the gender combinations of both the employees and the supervisors are taken into account. Gender combination has been the focus of various investigations in the study of dyadic relationships (Elias, 2004;Elias & Cropanzano, 2006;Elias & Loomis, 2004;Elias & Mace, 2005).…”

Advisor–Student Relationship in Business Education Project Collaborations: A Psychological Contract Perspective

“…In a project collaboration setting, breach could result in lack of psychological well‐being and a drop in satisfaction with the project for students. While psychological contracts have been studied mainly in the workplace setting (for exceptions, see Bordia, 2007; Wade‐Benzoni, Rousseau, & Li, 2006), we believe that given the potential for power imbalance in an educational context (Elias & Loomis, 2004), students may be more vulnerable to negative consequences of breach than are employees. This study, therefore, aims to expand the growing but vital understanding of student psychological contracts in an academic setting.…”