Classroom Participation and Student-Faculty Interactions: Does Gender Matter?

Autor/inn/en	Tatum, Holly E.; Schwartz, Beth M.; Schimmoeller, Peggy A.; Perry, Nicole
Titel	Classroom Participation and Student-Faculty Interactions: Does Gender Matter?
Quelle	In: Journal of Higher Education, 84 (2013) 6, S. 745-768Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1546
DOI	10.1353/jhe.2013.0036
Schlagwörter	Forschungsbericht; Student Participation; Gender Differences; Teacher Student Relationship; College Students; Observation; College Faculty; Student Attitudes; Classroom Communication; Liberal Arts; Seminars; Student Behavior; Teacher Behavior; Coding; Multivariate Analysis + Suchen Sie Ihr Suchwort? Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Geschlechterkonflikt; Teacher student relationships; Lehrer-Schüler-Beziehung; Collegestudent; Beobachtung; Fakultät; Schülerverhalten; Klassengespräch; Seminar; Student behaviour; Teacher behaviour; Lehrerverhalten; Codierung; Programmierung; Multivariate Analyse
Abstract	We conducted an observational study to examine the effect of student and professor gender on college classroom participation and faculty-student interactions. A main effect for professor gender emerged, with more voluntary responses in female-taught classes. As the percentage of males present increased, overall voluntary responses and professor praise decreased. (As Provided).
Anmerkungen	Ohio State University Press. 180 Pressey Hall, 1070 Carmack Road, Columbus, OH 43210-1002. Tel: 614-292-1407; Fax: 614-292-2065; Web site: http://www.ohiostatepress.org
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10