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Getting the Floor

Getting the Floor. Professor & Student Gender Interaction. Megan Christofferson, Wataru Ebina, Leslie Liang, Mackenzie Price, Nick Wright • March 1, 2006 • Linguistics 156. Outline. The Interesting Question

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Getting the Floor

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  1. Getting the Floor Professor & Student Gender Interaction Megan Christofferson, Wataru Ebina, Leslie Liang, Mackenzie Price, Nick Wright • March 1, 2006 • Linguistics 156

  2. Outline • The Interesting Question • Does the gender of the professor affect how male or female students get the floor in classrooms? • Methodology • Calculations • Results • Further Analysis • Q&A Megan Christofferson, Wataru Ebina, Leslie Liang, Mackenzie Price, Nick Wright • March 1, 2006 • Linguistics 156

  3. The Question • Expected Stereotype • Students will participate more in classes with same-gender instructors • More hand raising with female instructors • Independent variable • Professor Gender • Dependent variables • Male participation vs. female participation • Hand raising vs. shouting out • Assumption • Not strongly dependent on class gender ratio Megan Christofferson, Wataru Ebina, Leslie Liang, Mackenzie Price, Nick Wright • March 1, 2006 • Linguistics 156

  4. Methodology • (il)Legitimacy of Assumption • Correlation Coefficient • X-axis = % males in class • Y-axis = % gender participation • Linear correlation with R2 = 0.6191, 0.5998 • Class participation is somewhat correlated with class gender ratio • Greater % female students in female-instructed classes, and vice versa • Chi-Square Bivariate Test • Correlation between two variables Megan Christofferson, Wataru Ebina, Leslie Liang, Mackenzie Price, Nick Wright • March 1, 2006 • Linguistics 156

  5. Methodology Chi-Square (Bivariate) Chi-square: ? 3.841 for 5% significance Megan Christofferson, Wataru Ebina, Leslie Liang, Mackenzie Price, Nick Wright • March 1, 2006 • Linguistics 156

  6. Calculations Gaining the Floor Chi-square: 3.54 3.841 for 5% significance Megan Christofferson, Wataru Ebina, Leslie Liang, Mackenzie Price, Nick Wright • March 1, 2006 • Linguistics 156

  7. Calculations Gaining the Floor from a Male Instructor Chi-square: .802 3.841 for 5% significance Gaining the Floorfrom a Female Instructor Chi-square: 1.37 3.841 for 5% significance How Male StudentsGain the Floor Chi-square: .372 3.841 for 5% significance How Female StudentsGain the Floor Chi-square: .0227 3.841 for 5% significance Megan Christofferson, Wataru Ebina, Leslie Liang, Mackenzie Price, Nick Wright • March 1, 2006 • Linguistics 156

  8. Calculations Male vs. Female Student Participation Overall Chi-square: 31.16 3.841 for 5% significance Megan Christofferson, Wataru Ebina, Leslie Liang, Mackenzie Price, Nick Wright • March 1, 2006 • Linguistics 156

  9. Calculations Raised Hands Chi-square: 11.92 3.841 for 5% significance Megan Christofferson, Wataru Ebina, Leslie Liang, Mackenzie Price, Nick Wright • March 1, 2006 • Linguistics 156

  10. Calculations Shout Out Chi-square: 10.68 3.841 for 5% significance Megan Christofferson, Wataru Ebina, Leslie Liang, Mackenzie Price, Nick Wright • March 1, 2006 • Linguistics 156

  11. Results • Summary of Results • Students participate more when the instructor is of the same gender. • No significant difference in the way M/F get the floor. • Data show that M/F students raise their hands and shout out more in classes taught by the same gender. Megan Christofferson, Wataru Ebina, Leslie Liang, Mackenzie Price, Nick Wright • March 1, 2006 • Linguistics 156

  12. Analysis • Possible reasons to explain this trend: • A person might feel more comfortable (intimidated) in the presence of an instructor of the same (opposite) gender. • Students don't learn as much from instructors of their own gender, creating the need to ask more questions. • Stereotypes held by the student about the professor (what gender an effective professor in the field ought to be) might play a role. • Conclusions: • We conclude that students participate more often in classes taught by instructors of the same gender than the opposite gender. • However we can't make further overarching conjectures without a much more in depth study of the subject. Megan Christofferson, Wataru Ebina, Leslie Liang, Mackenzie Price, Nick Wright • March 1, 2006 • Linguistics 156

  13. Further Investigation • Further Investigation • Tying in the variable that there are more F students in F instructor classes and vice versa. • Whether the professor being faculty or non-faculty affects participation in any way. • Q & A Megan Christofferson, Wataru Ebina, Leslie Liang, Mackenzie Price, Nick Wright • March 1, 2006 • Linguistics 156

  14. Further Investigation Megan Christofferson, Wataru Ebina, Leslie Liang, Mackenzie Price, Nick Wright • March 1, 2006 • Linguistics 156

  15. Further Investigation Megan Christofferson, Wataru Ebina, Leslie Liang, Mackenzie Price, Nick Wright • March 1, 2006 • Linguistics 156

  16. Further Investigation Megan Christofferson, Wataru Ebina, Leslie Liang, Mackenzie Price, Nick Wright • March 1, 2006 • Linguistics 156

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