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

Abstract

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.

Additional information

Notes on contributors

Holly E. Tatum

Holly Tatum is Associate Professor of Psychology at Randolph College; [email protected].

Beth M. Schwartz

Beth Schwartz is the Thoresen Professor of Psychology at Randolph College.

Peggy A. Schimmoeller

Peggy Schimmoeller is Professor of Education at Randolph College.

Nicole Perry

Nicole Perry is a speech-language pathologist at Warren Memorial Hospital in Front Royal, VA. Nicole worked on the project for her undergraduate senior thesis.