scholarly journals Leveling the Playing Field: How Cold-Calling Affects Class Discussion Gender Equity

2019 ◽  
Vol 8 (2) ◽  
pp. 14 ◽  
Author(s):  
Elise J. Dallimore ◽  
Julie H. Hertenstein ◽  
Marjorie B. Platt
Keyword(s):  
Women Students ◽  
Gender Equity ◽  
Classroom Environment ◽  
Class Discussion ◽  
Voluntary Participation ◽  
Participation Rates ◽  
Men And Women ◽  
Playing Field ◽  
Class Discussions ◽  
The Relationship

Classroom discussion is widely used and highly valued for actively engaging students in their own learning. A recent study has shown that cold-calling increases the number of students who participate voluntarily in class discussions and does not make them uncomfortable when doing so (Dallimore, Hertenstein, & Platt, 2013). However, there are concerns about whether these findings generally apply to both men and women students since prior research has documented lower participation rates and higher discomfort for women. This study examines the relationship between cold-calling and a) voluntary participation of both men and women students and b) student comfort participating in class discussions. The results show that cold-calling increases the percentage of both men and women who participate voluntarily. Further, the results indicate in high cold-calling classes women answer the same number of volunteer questions as men. Additionally, increased cold-calling did not make either group uncomfortable. However, differences were observed between men and women in low cold-calling environments where women answered fewer questions than men. Thus, cold-calling may help improve the performance of both men and women in class discussions and may make the classroom environment more equitable for women.

scholarly journals Power Posing for Increased Participation

2018 ◽  
Vol 42 (6) ◽  
pp. 9
Author(s):  
Sara Schipper
Keyword(s):  
Class Discussion ◽  
Voluntary Participation ◽  
Participation Rates ◽  
Class Discussions ◽  
Hands On ◽  
Study Support ◽  
Whole Class Discussion ◽  
Whole Class ◽  
The University

Power posing—assuming an expansive posture, such as hands on the hips and legs spread apart—has been shown to increase feelings of power, confidence, and willingness to take risks. Is it possible that two minutes of power posing in the university classroom could give students the confidence necessary to volunteer answers in a whole-class discussion? The results of this study support the researcher’s prediction that assuming a powerful posture for two minutes in the classroom leads to increased voluntary participation in whole-class discussions. These results could have meaningful implications for teachers struggling with low participation rates in their classrooms. 両手を腰に当て、足を大きく広げるというパワーポーズは、人に力強さを感じさせ、その人の自信や挑戦心を高める効果があると証明されている。果たして大学での授業内クラス・ディスカッションにおいて、同等の効果は検証されるだろうか。本論では、仮説通り2分間のパワーポーズの使用によって、学生の自発的発言量が増加することが確認された。この研究結果は学生の自発的発言が少ないと大変な思いをしている英語教員にとって有意義な手助けとなるかもしれない。

scholarly journals Power Posing for Increased Participation

2018 ◽  
Vol 42 (6) ◽  
pp. 9
Author(s):  
Sara Schipper
Keyword(s):  
Class Discussion ◽  
Voluntary Participation ◽  
Participation Rates ◽  
Class Discussions ◽  
Hands On ◽  
Study Support ◽  
Whole Class Discussion ◽  
Whole Class ◽  
The University

Power posing—assuming an expansive posture, such as hands on the hips and legs spread apart—has been shown to increase feelings of power, confidence, and willingness to take risks. Is it possible that two minutes of power posing in the university classroom could give students the confidence necessary to volunteer answers in a whole-class discussion? The results of this study support the researcher’s prediction that assuming a powerful posture for two minutes in the classroom leads to increased voluntary participation in whole-class discussions. These results could have meaningful implications for teachers struggling with low participation rates in their classrooms. 両手を腰に当て、足を大きく広げるというパワーポーズは、人に力強さを感じさせ、その人の自信や挑戦心を高める効果があると証明されている。果たして大学での授業内クラス・ディスカッションにおいて、同等の効果は検証されるだろうか。本論では、仮説通り2分間のパワーポーズの使用によって、学生の自発的発言量が増加することが確認された。この研究結果は学生の自発的発言が少ないと大変な思いをしている英語教員にとって有意義な手助けとなるかもしれない。

Human Resources Underutilized: The Plight Of Women On Campus!

2010 ◽  
Vol 3 (2) ◽  
pp. 11
Author(s):  
Robert L. McGinty
Keyword(s):  
Women Students ◽  
Human Resources ◽  
Business Management ◽  
College Major ◽  
Specific Area ◽  
Attitudes Toward Women ◽  
Ethical Considerations ◽  
Men And Women ◽  
Cultural Attitudes ◽  
The Relationship

Legal, cultural, and ethical considerations impact decisions of organizations and those of the individuals who aspire to assume their rightful role in them as students enrolled at universities or as aspiring employees in business firms.  An ongoing question emerges, however, concerning the barriers and cultural attitudes toward women (and minorities) versus men.  The specific area of study undertaken examined the relationship between several categories of data and the persistence of men and women students in completing their self-selected college major as preparation for employed life after graduation.  Implications and challenges of career choices for women wishing to pursue careers in science & math or business management are discussed.

A Video-Tape Study on the Relationship between Wearing Spectacles and Judgments of Intelligence

1975 ◽  
Vol 40 (1) ◽  
pp. 69-70 ◽  
Author(s):  
Roger Boshier
Keyword(s):  
Women Students ◽  
Video Tape ◽  
Men And Women ◽  
The Relationship

Video-tapes were made of men and women students with and without spectacles. Judges rated 7 of the 8 Ss as being more intelligent when wearing spectacles.

Exploring Relationships Between Setting Up Complex Tasks and Opportunities to Learn in Concluding Whole-Class Discussions in Middle-Grades Mathematics Instruction

2013 ◽  
Vol 44 (4) ◽  
pp. 646-682 ◽  
Author(s):  
Kara Jackson ◽  
Anne Garrison ◽  
Jonee Wilson ◽  
Lynsey Gibbons ◽  
Emily Shahan
Keyword(s):  
Mathematics Instruction ◽  
Middle Grades ◽  
Class Discussion ◽  
Common Language ◽  
Opportunities To Learn ◽  
Class Discussions ◽  
Whole Class ◽  
Mathematical Relationships ◽  
The Relationship ◽  
Cognitively Demanding Tasks

This article specifies how the setup, or introduction, of cognitively demanding tasks is a crucial phase of middle-grades mathematics instruction. We report on an empirical study of 165 middle-grades mathematics teachers' instruction that focused on how they introduced tasks and the relationship between how they introduced tasks and the nature of students' opportunities to learn mathematics in the concluding whole-class discussion. Findings suggest that in lessons in which (a) the setup supported students to develop common language to describe contextual features and mathematical relationships specific to the task and (b) the cognitive demand of the task was maintained in the setup, concluding whole-class discussions were characterized by higher quality opportunities to learn.

scholarly journals Gender Relations in The Technical Education Field

2019 ◽  
Vol 15 (2) ◽  
pp. 94
Author(s):  
Nessy Solihati ◽  
Ana Ana
Keyword(s):  
Gender Equity ◽  
Gender Relations ◽  
Female Students ◽  
Theory And Practice ◽  
Metal Casting ◽  
Men And Women ◽  
Male And Female ◽  
Patriarchal Culture ◽  
And Gender ◽  
The Relationship

Harmonious gender relations between men and women is needed to achieve gender equality and gender equity. The purpose of this article is to find out gender relations in engineering, especially mechanical engineering in metal casting. Relationships between male and female students and relations between male and female students and lecturers. The qualitative research is the Phenomenology technique. The informants in this study were 10 students with 4 men and 6 women and a lecturer in a Polytechnic Bandung. The results showed that the relation between male and female students did not make any difference in the process of theory and practice learning. The relationship between lecturers, male, and female students also established without any difference in the men and women gender in carrying out the task of theory and practice learning. A patriarchal culture that hinders interaction between men and women genders and lecturers who used to be attached to the engineering field has begun to disappear. The research development on gender relations in engineering must still be the focus of scientists research.

The Relationship of Compliance with Coping Strategies and Self-Esteem

2003 ◽  
Vol 19 (2) ◽  
pp. 117-123 ◽  
Author(s):  
Gisli H. Gudjonsson ◽  
Jon Fridrik Sigurdsson
Keyword(s):  
Sex Differences ◽  
Coping Strategies ◽  
Multiple Regression ◽  
Sex Difference ◽  
Test Scores ◽  
Self Esteem ◽  
Stressful Situation ◽  
Men And Women ◽  
Relationship Of ◽  
The Relationship

Summary: The Gudjonsson Compliance Scale (GCS), the COPE Scale, and the Rosenberg Self-Esteem Scale were administered to 212 men and 212 women. Multiple regression of the test scores showed that low self-esteem and denial coping were the best predictors of compliance in both men and women. Significant sex differences emerged on all three scales, with women having lower self-esteem than men, being more compliant, and using different coping strategies when confronted with a stressful situation. The sex difference in compliance was mediated by differences in self-esteem between men and women.

The Relationship between Body Image and Exercise Adherence in Fitness Centre Exercising Sample

2018 ◽  
Vol 1 (80) ◽  
Author(s):  
Rasa Jankauskienė ◽  
Brigita Miežienė
Keyword(s):  
Body Image ◽  
Exercise Adherence ◽  
Physical Activity Promotion ◽  
Well Being ◽  
Social Physique Anxiety ◽  
Men And Women ◽  
Activity Promotion ◽  
And Gender ◽  
Body Self ◽  
The Relationship

Research background and hypothesis. The analysis of factors which might infl uence exercise adherence is important issue for physical activity promotion. Studies show that exercisers’ body image is important factor associated with well being, exercise motivation and specifi c exercise–related behaviour.Research aim was is to examine the relationship between exercise adherence, body image and social physique anxiety in a sample of fi tness centre participants. Research methods. Members of fi tness centres (n = 217, 66 of them were women) provided their answers on exercise experience, in three subscales (appearance evaluation, appearance orientation and overweight preoccupation) of The Multidimensional Body-Self Relations Questionnaire (MBSRQ-AS; Brown et al., 1990) and Social Physique Anxiety Scale (SPAS; Hart et al., 1989). Mean age of the sample was 29.02 (9.85) years (range = 18–68 years).Research results. Women demonstrated higher appearance orientation, overweight preoccupation and social physique anxiety compared to men. However, we observed no signifi cant differences in appearance evaluation, appearance orientation and overweight preoccupation in the groups of different exercise experience of men and women. When overweight respondents (≥ 25 kg / m²) were excluded from the analysis, there were no statistically signifi cant differences observed in body image and social physique anxiety in exercise experience groups of men and women. Exercising longer than 6 years signifi cantly predicted overweight preoccupation [95% CI: 1.25–16.94] controlled by age and gender. Discussion and conclusions. Exercising men demonstrated more positive body image and lower social physique anxiety compared to women, except for appearance evaluation. There were observed no body image and social physique relationships with exercise adherence observed in the sample of fi tness centre participants, however, exercise experience longer than 6 years predicted overweight preoccupation.Keywords: body image concerns, exercise experience, self-presentation.

The (Mis) Education of Immigrant Children in Today’s America

2019 ◽  
Vol 5 (2) ◽  
pp. 32
Author(s):  
Gabriela E. Gui
Keyword(s):  
General Education ◽  
Immigrant Students ◽  
Geographical Location ◽  
Personal Characteristics ◽  
Immigrant Children ◽  
Playing Field ◽  
Survey Interviews ◽  
The Individual ◽  
The Relationship ◽  
General Education Classrooms

In today’s America, not every child starts on a level playing field, and very few children move ahead based solely on hard work or talent. Generational poverty and a lack of cultural capital hold many students back, robbing them of the opportunity to move up professionally and socially. Children of immigrants are especially at-risk because, in addition to facing poverty, race, geographical location or economic disadvantages, they are also confronted with failure due to their limited or non-existent English proficiency. This study focuses on the degree to which teachers in a mid-sized urban school district take into consideration the individual needs of immigrant children in the process of their education. The study also examines the preparation teachers have had to equip them with knowledge of best practices in teaching immigrant children, and the relationship between teachers’ practices, beliefs, and their demographic and personal characteristics (age, gender, years of experience, level of education, etc.). Quantitative data was collected via a survey. Interviews with teachers and one central office administrator provided data for the qualitative section of the study. The findings revealed that teachers, in general, appeared to lack knowledge of specific policies for mainstreaming immigrant students into general education classrooms; their use of effective teaching practices for working with immigrant children were limited; and most of the teachers had not participated actively in professional development that focused on teaching immigrant children.

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