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

被引：31

作者：

Tatum, Holly E. ^{[1
]}

Schwartz, Beth M. ^{[1
]}

Schimmoeller, Peggy A. ^{[1
]}

Perry, Nicole ^{[2
]}

机构：

[1] Randolph Coll, Lynchburg, VA 24503 USA

[2] Warren Mem Hosp, Front Royal, VA USA

来源：

JOURNAL OF HIGHER EDUCATION | 2013年 / 84卷 / 06期

关键词：

COLLEGE CLASSROOM; SEX; PERCEPTIONS; TEACHER; PROFESSORS; INSTRUCTOR; IMMEDIACY; CLIMATE;

D O I：

10.1353/jhe.2013.0036

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：745 / 768

页数：24

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