Gender Differences in Reactions to College Course Requirements or "Why Females Are Better Students"

Autor/inn/en	Zusman, Marty; Knox, David; Lieberman, Michelle
Titel	Gender Differences in Reactions to College Course Requirements or "Why Females Are Better Students"
Quelle	In: College Student Journal, 39 (2005) 4, S.621-626 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0146-3934
Schlagwörter	Sex Role; Females; Reference Groups; Gender Differences; Student Attitudes; Undergraduate Students; Teacher Expectations of Students; Student Behavior; Socialization; Role Models; Academic Achievement + Suchen Sie Ihr Suchwort? Geschlechterrolle; Weibliches Geschlecht; Reference group; Bezugsgruppe; Geschlechterkonflikt; Schülerverhalten; Student behaviour; Socialisation; Sozialisation; Identifikationsfigur; Schulleistung
Abstract	Two-hundred-and-seventy-eight undergraduates at a large southeastern university completed a confidential anonymous forty-item questionnaire designed to assess student reactions to course expectations and the degree to which they engage in behaviors typically associated with positive academic outcomes. Women were significantly more likely to be in class on time, to sit in the front of the class, to take notes, to buy/read the book and to report "I carefully organize the studying I must do for the class." Theoretical explanations include gender role socialization ("good girl's follow teacher's instructions"), modeling (women today have educated employed mothers as models), reference group (women look to other women to identify expected behaviors) and the Pollyanna hypothesis (a rewarding equitable future awaits the achieving woman). Limitations and implications of the data are suggested. (Contains 1 table.) (Author).
Anmerkungen	Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/csj.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10