Revisiting the Relation Between Teacher Immediacy and Student Learning in African American College Classrooms

Abstract

This article represents an early, successful, partial replication and extension of Neuliep's (1995) immediacy study in the African American college classroom. Results show that African American students perceive their African American instructors to be more immediate than their European American instructors. Significant positive correlations between immediacy and cognitive and affective learning measures were found in classes taught by both African American and European American instructors, but the correlations between immediacy and affective learning were significantly greater for the African American instructor sample than for the European American instructor sample.