The impact of gender and introductory communication course type on public speaking performance

References

• Ashlock, M. Z., Brantley, W. A., & Taylor, K. B. (2015). Comparisons of speech anxiety in basic public speaking courses: Are intensive or traditional semester courses better? Basic Communication Course, Annual, 27, 117–140. Retrieved from https://ecommons.udayton.edu/bcca/vol27/iss1/13
   Google Scholar
• Ban Bossy. (2015). Retrieved from banbossy.com
   Google Scholar
• Berger, J. B., & Milem, J. F. (1999). The role of student involvement and perceptions of integration in a causal model of student persistence. Research in Higher Education, 40, 641–664. doi: 10.1023/A:1018708813711
   Web of Science ®Google Scholar
• Broeckelman-Post, M. A. (2017). Context matters: Multilingual learners in public speaking courses. Communication Teacher. doi: 10.1080/17404622.2017.1372616
   Web of Science ®Google Scholar
• Broeckelman-Post, M. A., & Hosek, A. M. (2014). Using in-class versus out-of-class peer workshops to improve presentational speaking. Basic Communication Course Annual, 26, 57–94. Retrieved from http://ecommons.udayton.edu/bcca/vol26/iss1/11/
   Google Scholar
• Broeckelman-Post, M. A., & MacArthur, B. L. (2017). The impact of public speaking and hybrid introductory communication courses on student perceptions of homophily and classroom climate. Basic Communication Course Annual, 29. Retrieved from http://ecommons.udayton.edu/bcca/vol29/iss1/4
   Google Scholar
• Broeckelman-Post, M. A., & Pyle, A. S. (2017). Public speaking versus hybrid introductory communication courses: Exploring four outcomes. Communication Education, 66, 210–228. doi: 10.1080/03634523.2016.1259485
   Web of Science ®Google Scholar
• Broeckelman-Post, M. A., & Ruiz-Mesa, K. (2018a). Best practices for training new communication graduate teaching assistants. Journal of Communication Pedagogy, 1, 93–100. doi: 10.31446/JCP.2018.16
   Google Scholar
• Broeckelman-Post, M. A., & Ruiz-Mesa, K. (2018b). Measuring college learning in public speaking. Learning in Higher Education. Social Science Research Council. Retrieved from highered.ssrc.org/wp-content/uploads/2018.10-MCL-in-Public-Speaking-Report.pdf
   Google Scholar
• Campbell, K. K. (1989). Man cannot speak for her: Volume I, a critical study of early feminist rhetoric. Westport, CT: Greenwood Press.
   Google Scholar
• Campbell, K. K. (1998). The discursive performance of femininity: Hating Hillary. Rhetoric and Public Affairs, 1, 1–20. doi: 10.1353/rap.2010.0172
   Google Scholar
• Carlin, D. B., & Winfrey, K. L. (2009). Have you come a long way, baby? Hillary Clinton, Sarah Palin, and Sexism in 2008 campaign Coverage. Communication Studies, 60, 326–343. doi: 10.1080/10510970903109904
   Google Scholar
• Conger, D., & Long, M. C. (2010). Why are men falling behind? Gender gaps in college performance and persistence. The Annals of the American Academy of Political and Social Science, 627, 184–214. doi: 10.1177/0002716209348751
   Web of Science ®Google Scholar
• Curnalia, R. M. L., & Mermer, D. L. (2014). The “Ice queen” melted and in town her the primary: Evidence of gender stereotypes and the double bind in news frames of Hillary Clinton’s “emotional moment.”. Qualitative Research Reports in Communication, 15, 26–32. doi: 10.1080/17459435.2014.955589
   Google Scholar
• Eagly, A. H., & Crowley, M. (1986). Gender and helping behavior: A meta-analytic review of the social psychological literature. Psychological Bulletin, 100, 283–308. doi: 10.1037/0033-2909.100.3.283
   PubMed Web of Science ®Google Scholar
• Eilperin, J. (2016a, September 13). White House women want to be in the room where it happens. The Washington Post. Retrieved from https://www.washingtonpost.com/news/powerpost/wp/2016/09/13/white-house-women-are-now-in-the-room-where-it-happens/?tid=a_inl&utm_term=.536f2c5166d9
   Google Scholar
• Eilperin, J. (2016b, October 25). How a White House women’s office strategy went viral. The Washington Post. Retrieved from https://www.washingtonpost.com/news/powerpost/wp/2016/10/25/how-a-white-house-womens-office-strategy-went-viral/?utm_term=.cf54d7719c35
   Google Scholar
• Farris, K. L., Houser, M. L., & Wotipka, C. D. (2013). Assessing the transition of student public speaking competence. Basic Communication Course Annual, 25, 161–206. Retrieved from http://ecommons.udayton.edu/bcca/vol25/iss1/10/
   Google Scholar
• Hart Research Associates. (2015). Falling short? College learning and career success. Retrieved from https://www.aacu.org/sites/default/files/files/LEAP/2015employerstudentsurvey.pdf
   Google Scholar
• Hart Research Associates. (2016). Recent trends in general education design, learning outcomes, and teaching approached. Retrieved from https://www.aacu.org/sites/default/files/files/LEAP/2015_Survey_Report2_GEtrends.pdf
   Google Scholar
• Hess, J. A., Smythe, M. J., & Communication 451. (2001). Is teacher immediacy actually related to student cognitive learning? Communication Studies, 52, 197–219.
   Web of Science ®Google Scholar
• Hooker, J., & Denker, K. (2014). The learning loss scale as an assessment tool: An empirical examination of convergent validity with performance measures. Communication Teacher, 28, 130–143. doi: 10.1080/17404622.2013.865765
   Google Scholar
• Hooker, J. F., & Simonds, C. J., (2015). From the outside looking in: Employer’s views of the basic course. Basic Communication Course Annual, 27. 102–116. Retrieved from http://ecommons.udayton.edu/bcca/vol27/iss1/12/
   Google Scholar
• Hunt, S. K., Meyer, K. R., Hooker, J. F., Simonds, C. J., & Lippert, L. R. (2016). Implementing the political engagement project in an introductory communication course: An examination of the effects on students’ political knowledge, efficacy, skills, behavior, and ideology. eJournal of Public Affairs, 5(2), 116–151. doi: 10.21768/ejopa.v5i2.111
   Google Scholar
• Hunt, S. K., Simonds, C. J., & Simonds, B. K. (2009). Uniquely qualified, distinctively competent: Delivering 21st century skills in the basic course. Basic Communication Course Annual, 21, 1–29. Retrieved from http://ecommons.udayton.edu/bcca/vol21/iss1/6/
   Google Scholar
• Hunter, K. M., Westwick, J. N., & Haleta, L. L. (2014). Assessing success: The impacts of a fundamentals of speech course on decreasing public speaking anxiety. Communication Education, 63, 124–135. doi: 10.1080/03634523.2013.875213
   Web of Science ®Google Scholar
• Jamieson, K. H. (1995). Beyond the double bind: Women and leadership. New York: Oxford University Press.
   Google Scholar
• Lakoff, R. T., & Bucholtz, M. (2004). Language and woman’s place (Revised expanded ed.). New York, NY: Oxford.
   Google Scholar
• Levy, F., & Cannon, C. (2016, February 9). The Bloomberg job skills report 2016: What recruiters want. Retrieved from https://www.bloomberg.com/graphics/2016-job-skills-report/
   Google Scholar
• Lewin, T. (2006, July 9). At colleges, women are leaving men in the dust. New York Times. Retrieved from http://www.nytimes.com/2006/07/09/education/09college.html
   Google Scholar
• Meyer, K. R., Hunt, S. K., Hopper, M., Thakkar, K. V., Tsoubakopoulos, V., & Van Hoose, K. J. (2008). Assessing information literacy instruction in the basic communication course. Communication Teacher, 22, 22–34. doi: 10.1080/17404620801926925
   Google Scholar
• Morreale, S. P., Myers, S. A., Backlund, P. M., & Simonds, C. J. (2016). Study IX of the basic communication course at two- and four-year U.S. Colleges and universities: A re-examination of our discipline’s “front porch.”. Communication Education, 65, 338–355. doi: 10.1080/03634523.2015.1073339
   Web of Science ®Google Scholar
• National Center for Educational Statistics. (2017). Fast facts. Retrieved from https://nces.ed.gov/fastfacts/display.asp?id=372
   Google Scholar
• Romaniuk, T. (2016). On the relevance of gender in the analysis of discourse: A case study from Hillary Rodham Clinton’s presidential bid in 2007–2008. Discourse & Society, 27, 533–553. doi: 10.1177/0957926516651221
   Web of Science ®Google Scholar
• Rubin, R. B., Rubin, A. M., & Jordan, F. F. (1997). Effects of instruction on communication apprehension and communication competence. Communication Education, 46, 104–114. doi: 10.1080/03634529709379080
   Web of Science ®Google Scholar
• Ruiz-Mesa, K., & Broeckelman-Post, M. A. (2018). Making the case for the basic communication course in general education. Basic Communication Course Annual, 30, Article 13. Retrieved from https://ecommons.udayton.edu/bcca/vol30/iss1/13
   Google Scholar
• Sandberg, S. (2013). Lean in: Women, work, and the will to lead. New York, NY: Knopf.
   Google Scholar
• Sellnow, D. D., & Treinen, K. P. (2004). The role of gender in perceived speaker competence: An analysis of student peer critiques. Communication Education, 53, 286–296. doi: 10.1080/0363452042000265215
   Google Scholar
• Suwinyattichaiporn, T., & Broeckelman-Post, M. A. (2016). Assessing the effects of a public speaking course on native and non-native English speakers. Basic Communication Course Annual, 28, 87–115. Retrieved from http://ecommons.udayton.edu/bcca/vol28/iss1/12/
   Google Scholar
• Tannen, D. (1990). You just don’t understand: Women and men in conversation. New York, NY: Ballantine Books.
   Google Scholar
• Ward, S., O’Keefe, P., Myers, S. A., Engleberg, I., Disbrow, L., & Katt, J. (2014). The case for core competencies in introductory communication courses. NCA. Retrieved from https://www.natcom.org/sites/default/files/pages/Basic_Course_and_Gen_Ed_Case_for_Core_Competencies_in_Introductory_Comm_April_2014.pdf
   Google Scholar
• Westwick, J. N., Hunter, K. M., & Haleta, L. L. (2016). A digital divide? Assessing self-perceived communication competency in an online and face-to-face public speaking course. Basic Communication Course Annual, 28, 48–86. Retrieved from http://ecommons.udayton.edu/bcca/vol28/iss1/11/
   Google Scholar