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| Autor/in | Pearson, Judy C. |
|---|---|
| Titel | An Investigation of the Effects of Sexism and Sex Role Identification on the Criticism of Classroom Speeches. |
| Quelle | (1980), (36 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Communication Research; Evaluation Criteria; Females; Higher Education; Sex Bias; Sex Differences; Sex Role; Sex Stereotypes; Speech Communication; Speech Skills |
| Abstract | A study was undertaken to clarify the inconsistent research findings on the effects of the sex of the evaluator and the sex of the speaker in classroom speech criticism by examining the effects of the sex role identification and the sexism of the evalutor. One hundred twenty-three college students enrolled in a basic public speaking course completed the Bem Sex Role Inventory, which measures a person's femininity, masculinity, or androgyny, and the Pearson Response to Sexism, which measures an individual's perceptions of the differences between sex roles. Throughout the quarter-long course, the students were randomly assigned to critique the speeches of other students. Approximately ten people critiqued each of the speakers. At the end of the course, ten critiques of male speakers and ten critiques of female speakers were randomly selected for each evaluator and the total points assigned to each speech by the evaluator was recorded. The results showed that feminine females tended to be more lenient in their criticism than androgynous persons, who, in turn, were more lenient than masculine males. In addition, sexist evaluators were more harsh than were nonsexist evaluators. A high correlation between sex and sexism demonstrated that women were most often nonsexist and that men were most often sexist in their evaluations. (FL) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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