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Getting the Floor

Getting the Floor. Variables ・ Speaker gender ・ Getting the floor (shout-out vs. raised hand) ・ Token type (question vs. comment) ・ Classroom density. Language and Gender March 1, 2006 Professor Eckert Christine Lee Matt Schefer Tommy Grano. Introduction. Two main questions

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Getting the Floor

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  1. Getting the Floor Variables ・Speaker gender ・Getting the floor (shout-out vs. raised hand) ・Token type (question vs. comment) ・Classroom density Language and Gender March 1, 2006 Professor Eckert Christine Lee Matt Schefer Tommy Grano

  2. Introduction • Two main questions • Which gender is more likely to shout out as opposed to raise their hand? • How does this interact with class characteristics such as class size and density (# of students / # of seats)? • Possible outcomes • Perhaps males shout out more than females in all classroom situations • Or do females shout out more than males in small classes? • The possibilities are endless….

  3. Preparation of Data • Two methods for getting the floor • Shout-out = Interrupted student, interrupted instructor, shouted out • Raised hand = Raised hand • Discarded observations • Tokens for which method of getting the floor was unspecified • Tokens for which room seating capacity was unspecified • Tokens directed at other students (87 obs. discarded) • 678 observations remain

  4. Findings • Logistic regression • Fit an S-shaped curve • Predicted probabilities are always between 0 and 1 • Males and females both more likely to shout out when producing a comment as opposed to a question • As density increases, probability of shouting out: • Remains constant for males • Decreases for females • Low density: probability of a female shout-out is greater than a male shout-out • High density: probability of a female shout-out is lower than a male shout-out Variables -Speaker gender -Question or comment -Density -Percent of tokens that were shout-outs

  5. But what about…? • Class size • Positive correlation with density but not significant in regression • Class type • Average density does *not* depend on whether a class is a lecture, seminar, or section • Gender composition • Negative correlation with density but not signficant in regression • Class personality (percent of tokens that were shout-outs)

  6. Possible Interpretation • What does it mean to raise your hand as opposed to shouting out? • Hand raising as a classroom norm • Shows deference to instructor • Reinforces one's role as student • Shouting out as deviation from standard behavior • Indexes confidence • Challenges traditional role of student • A kind of gender crossover effect? • Denser environment as more canonical classroom setting, elicitingmore standard student role behavior • Less dense environment as less canonical classroom setting, elicitingfreer behavior • Females make fuller use of resources • Why does density matter but not size? • What do *you* think?

  7. Logistic Regression Details • Independent variables: • Is the speaker female? (isFemale) • Is the token a question? (tokenQuestion) • Percent of classmates’ tokens that were shout-outs (percentShoutOut) • Interaction between gender and density (isFemale:density) • Dependent variable: Probability that token is a shout-out Coefficients: Estimate Std. Error z value Pr(>|z|) (Intercept) -1.8385 0.2035 -9.034 < 2e-16 *** tokenQuestion -0.9606 0.2101 -4.573 4.81e-06 *** isFemale 0.8162 0.4161 1.961 0.0498 * percentShoutOut 4.4089 0.3726 11.834 < 2e-16 *** isFemale:density -1.4087 0.6464 -2.179 0.0293 * --- Signif. codes: 0 '***' 0.001 '**' 0.01 '*' 0.05 '.' 0.1 ' ' 1 Null deviance: 847.53 on 619 degrees of freedom Residual deviance: 630.35 on 615 degrees of freedom

  8. Other Thoughts • What does it mean to raise your hand as opposed to shouting out? • Hand raising as a consideration of politeness • Hand raising as an index of tentativeness • Females are more sensitive to certain classroom dynamics and adjust their behavior accordingly • Reduced confidence? • Increased consideration for politeness? • Males are less sensitive to certain classroom dynamics and do not alter behavior • Confidence? • Less consideration for politeness? • Why are questions less likely to be shouted out than comments? • Questions are more canonical student behavior (receiving knowledge rather than imparting) and thus more associated with standard methods of getting the floor (i.e., raising hand)

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