Gender and Student Participation
Active class participation has been associated with student engagement and can be an important aspect of a successful learning experience in college classrooms. Several factors influence student participation including classroom dynamics (such as classroom connectedness, instructor-student rapport)...
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Indiana University Office of Scholarly Publishing
2018-12-01
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Online Access: | https://scholarworks.iu.edu/journals/index.php/josotl/article/view/22849 |
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doaj-9c1dab52b05f4f07a8d9e6491f0fb17b2020-11-25T03:36:34ZengIndiana University Office of Scholarly PublishingJournal of the Scholarship of Teaching and Learning1527-93162018-12-0118410.14434/josotl.v18i4.22849Gender and Student ParticipationBethany C. Leraas0Nicole R. Kippen1Susan J. Larson2Concordia CollegeConcordia CollegeConcordia College Active class participation has been associated with student engagement and can be an important aspect of a successful learning experience in college classrooms. Several factors influence student participation including classroom dynamics (such as classroom connectedness, instructor-student rapport) and individual characteristics (such as biological sex and psychological gender). With respect to individual characteristics, previous research has evaluated sex differences in participation and has yielded inconsistent findings. The present study investigated the relationship between psychological gender and student participation both in- and out-of-class. Classroom connectedness and professor-student rapport were assessed as possible moderating factors. Results indicated that masculinity and androgyny were associated with more in-class participation while femininity and androgyny were associated with student professor interaction outside of class. While both classroom connectedness and instructor-student rapport were correlated with student participation, there was no evidence of them moderating the relationship between gender and participation. Professor gender type was not associated with student participation. Implications for college classrooms and higher education are discussed. https://scholarworks.iu.edu/journals/index.php/josotl/article/view/22849student participationgendersexrapportconnectedness |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Bethany C. Leraas Nicole R. Kippen Susan J. Larson |
spellingShingle |
Bethany C. Leraas Nicole R. Kippen Susan J. Larson Gender and Student Participation Journal of the Scholarship of Teaching and Learning student participation gender sex rapport connectedness |
author_facet |
Bethany C. Leraas Nicole R. Kippen Susan J. Larson |
author_sort |
Bethany C. Leraas |
title |
Gender and Student Participation |
title_short |
Gender and Student Participation |
title_full |
Gender and Student Participation |
title_fullStr |
Gender and Student Participation |
title_full_unstemmed |
Gender and Student Participation |
title_sort |
gender and student participation |
publisher |
Indiana University Office of Scholarly Publishing |
series |
Journal of the Scholarship of Teaching and Learning |
issn |
1527-9316 |
publishDate |
2018-12-01 |
description |
Active class participation has been associated with student engagement and can be an important aspect of a successful learning experience in college classrooms. Several factors influence student participation including classroom dynamics (such as classroom connectedness, instructor-student rapport) and individual characteristics (such as biological sex and psychological gender). With respect to individual characteristics, previous research has evaluated sex differences in participation and has yielded inconsistent findings. The present study investigated the relationship between psychological gender and student participation both in- and out-of-class. Classroom connectedness and professor-student rapport were assessed as possible moderating factors. Results indicated that masculinity and androgyny were associated with more in-class participation while femininity and androgyny were associated with student professor interaction outside of class. While both classroom connectedness and instructor-student rapport were correlated with student participation, there was no evidence of them moderating the relationship between gender and participation. Professor gender type was not associated with student participation. Implications for college classrooms and higher education are discussed.
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topic |
student participation gender sex rapport connectedness |
url |
https://scholarworks.iu.edu/journals/index.php/josotl/article/view/22849 |
work_keys_str_mv |
AT bethanycleraas genderandstudentparticipation AT nicolerkippen genderandstudentparticipation AT susanjlarson genderandstudentparticipation |
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1724549367491198976 |