Researcher Study Thyself: AERA Participants' Speaking Times and Turns by Gender

Autor/inn/en	Wiest, Lynda R.; Abernathy, Tammy V.; Obenchain, Kathryn M.; Major, Elza M.
Titel	Researcher Study Thyself: AERA Participants' Speaking Times and Turns by Gender
Quelle	In: Equity & Excellence in Education, 39 (2006) 4, S.313-323 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
Schlagwörter	Gender Differences; Females; Educational Research; Public Speaking; Feminism; Speech Communication; Student Participation + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Weibliches Geschlecht; Bildungsforschung; Pädagogische Forschung; Vortrag; Feminismus; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	This research compares speaking times and turns of female and male presenters and audience members at the 2000 Annual Meeting of the American Educational Research Association (AERA). In their presentations, males spoke longer than females, but the differences were not statistically significant. They spoke significantly longer than females, however, when posing questions or comments during open discussions, and they made a significantly greater number of responses to these questions and comments. Some chairs were inconsistent in monitoring allotted speaking times. Females' participation was lower in less-structured situations, such as open discussions and co-presented papers, than in settings with greater structure. (Contains 1 note.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10