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Uncertainty variation between genders in different classroom settings

This research explores uncertainty in different classroom settings based on speaker's gender, course difficulty, and class size. Factors like Non-lexical Hesitation Markers, Self-deprecation, and Disclaimers are evaluated to understand uncertainty levels. Findings reveal unexpected trends in male and female speakers' uncertainty and the impact of class size. The study sheds light on anonymity, rubric of uncertainty, and coding issues for further investigation.

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Uncertainty variation between genders in different classroom settings

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  1. Uncertainty variation between genders in different classroom settings By: Kurt Loidl, Tali Manber, Benjie Nelson

  2. Questions • Do students seem more uncertain when speaking to an instructor of the opposite gender? • Does uncertainty increase with the difficulty of a class? • Does uncertainty increase with class size?

  3. Uncertainty Evaluation • 6 Factors: • Non-lexical Hesitation Markers (Nlhm) • Just wondering… (Jw) • Self-deprecation (Sd) • Hedges (H) • Disclaimers (D) • Trailing off (To) • Evaluation Function: Uncertainty = 1*Nlhm + 2*Jw + 4*Sd + 3*H + 3*D + 5*To

  4. Context Variables • Gender of Speaker versus Gender of Instructor • Difficulty of course (introductory, intermediate, advanced) • Class size

  5. Overall uncertainty comparison

  6. Female’s uncertainty unaffected by instructor’s gender

  7. Unexpected trend similar for male and female speakers

  8. Large classes show smallest uncertainty values for both genders Anonymity?

  9. End Thoughts • Other interpretations • Rubric of uncertainty • Coding issues

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