ABSTRACT
Guided by predicted outcome value (POV) theory, we explore how instructors’ forms of address (FOA) during the first class day impact students’ POV judgments and their perceptions of instructors’ credibility and socio-communicative orientation. College students (N = 416) were randomly assigned to view one of six stimulus videos varying by FOA (e.g., “Doctor,” “Professor,” first name) and instructor biologic sex (e.g., male-presenting, female-presenting) before completing dependent measures. Results suggest female-presenting instructors are perceived to be less caring, albeit more assertive when referred to by “Doctor” or “Professor” compared to male-presenting instructors referred to by the same FOAs. Female-presenting instructors are also perceived to be more caring, yet less assertive when referred to by first name only in comparison to the male-presenting instructor referred to by the same FOA. The current study highlights the gendered expectations students have of instructors and the implications of instructor FOA during the first class day.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Additional information
Notes on contributors
Kristen L. Farris
Kristen L. Farris, Assistant Professor at Texas State University, Ph.D. from University of Texas at Austin, [email protected]
Madeline Martinson
Madeline Martinson (MA, Texas State University)
Jovana Andelkovic
Jovana Andelkovic (MA, Texas State University)
Luke A. Dye
Luke A. Dye (MA, Texas State University), PhD Student at Cornell University, [email protected]