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Women's Studies in Communication Volume 25, 2002 - Issue 1
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Out-of-Class Communication Between Female and Male Students and Faculty: The Relationship to Student Perceptions of Instructor Immediacy

Marjorie A. Jaasma California State University, Stanislaus
&
Randall J. Koper University of the Pacific
Pages 119-137 | Published online: 11 Nov 2010

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Read on this site (7)

Zachary W. Goldman, Alan K. Goodboy & San Bolkan. (2016) A Meta-Analytical Review of Students’ Out-of-Class Communication and Learning Effects. Communication Quarterly 64:4, pages 476-493.
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Jörg Vianden. (2015) What Matters in College to Students: Critical Incidents in the Undergraduate Experience. Journal of Student Affairs Research and Practice 52:3, pages 287-299.
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Rebecca B. Leach & Tiffany R. Wang. (2015) Academic Advisee Motives for Pursuing Out-of-Class Communication with the Faculty Academic Advisor. Communication Education 64:3, pages 325-343.
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RobertJ. Sidelinger, DerekM. Bolen, AudraL. McMullen & MeghanC. Nyeste. (2015) Academic and Social Integration in the Basic Communication Course: Predictors of Students' Out-of-Class Communication and Academic Learning. Communication Studies 66:1, pages 63-84.
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AngelaM. Hosek & Jason Thompson. (2009) Communication Privacy Management and College Instruction: Exploring the Rules and Boundaries that Frame Instructor Private Disclosures. Communication Education 58:3, pages 327-349.
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KeriK. Stephens, MarianL. Houser & ReneeL. Cowan. (2009) R U Able to Meat Me: The Impact of Students’ Overly Casual Email Messages to Instructors. Communication Education 58:3, pages 303-326.
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. (2008) Works Cited. Women's Studies in Communication 31:2, pages 276-286.
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Articles from other publishers (9)

Asghar Soltani, Dariush Boostani & Sareh Golestani. (2020) Exploring the strategies of faculty-student interactions: A grounded theory study in Iranian academic context. Learning, Culture and Social Interaction 26, pages 100408.
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Kyle R. Vareberg & David Westerman. (2020) To: -) or to ☺, that is the question: a study of students’ initial impressions of instructors’ paralinguistic cues. Education and Information Technologies 25:5, pages 4501-4516.
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Melissa A. Broeckelman-Post & Brenda L. MacArthur. (2017) Are We Violating Student Expectations? Availability, Workload, Class Time Use, and Technology Policies in Undergraduate Courses. Journalism & Mass Communication Educator 73:4, pages 439-453.
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Jennifer Danley-Scott & Gray Scott. (2017) Why All Faculty Should Have a Seat at the Assessment Table. Journal of Assessment and Institutional Effectiveness 7:1-2, pages 20-40.
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Michael P. Lillis. (2011) Faculty Emotional Intelligence and Student-Faculty Interactions: Implications for Student Retention. Journal of College Student Retention: Research, Theory & Practice 13:2, pages 155-178.
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Audrey J. Jaeger & M. Kevin EaganJrJr. (2009) Unintended Consequences. Community College Review 36:3, pages 167-194.
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M. Kevin Eagan & Audrey J. Jaeger. (2008) Closing the gate: Part-Time faculty instruction in gatekeeper courses and first-year persistence. New Directions for Teaching and Learning 2008:115, pages 39-53.
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Qin Zhang. (2006) Immediacy and out-of-class communication: A cross-cultural comparison. International Journal of Intercultural Relations 30:1, pages 33-50.
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Bonnie J. Dow & Celeste M. Condit. (2005) The State of the Art in Feminist Scholarship in Communication. Journal of Communication 55:3, pages 448-478.
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