Instructor Compliance to Student Requests: An Examination of Student-to-Student Connectedness as Power in the Classroom

Abstract

Using facework as a theoretical lens, we examined power in the classroom from the standpoint that students, as a connected group, may have upward influence in the college classroom. Participants included both students (N = 375) and faculty (N = 104) who reported on perceptions of classroom connectedness and instructor compliance to student requests. Both students and instructors reported a positive link between perceptions of student-to-student connectedness and instructor compliance. In addition, instructors were more likely to comply when they reported liking their students. Finally, students perceived greater connectedness and compliance in smaller classes than in larger classes. However, instructors did not share this perception. Overall, this study revealed that a connected classroom climate may serve as a relational resource for students that can impact an instructor's decisions in the college classroom.

Keywords:

• Instructor and Student Power
• Teacher Liking
• Teacher Compliance
• Teacher Power
• Facework

Additional information

Notes on contributors

Robert J. Sidelinger

Robert J. Sidelinger (Ed.D., West Virginia University, 2008) is an Assistant Professor in the Department of Communication and Journalism at Oakland University

Derek M. Bolen

Derek M. Bolen (Ph.D. ABD, Wayne State University) is an Assistant Professor in the Department of Communication, Mass Media and Theatre at Angelo State University

Brandi N. Frisby

Brandi N. Frisby (Ph.D., West Virginia University, 2010) is an Assistant Professor in the Department of Communication at the University of Kentucky

Audra L. McMullen

Audra L. McMullen (Ph.D., Ohio University, 2000) is a Professor in the Department of Mass Communication and Communication Studies at Towson University. An earlier version of this manuscript received a top paper award at the 2012 Eastern Communication Association annual meeting