1 / 16

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

fayola
Télécharger la présentation

Getting the Floor

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  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

More Related