Implicit Nonverbal Rules in the Classroom: A Study of Gender and Status Differences.

Autor/inn/en	Burk, John; LeBlanc, H. Paul, III
Titel	Implicit Nonverbal Rules in the Classroom: A Study of Gender and Status Differences.
Quelle	(1993), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Communication; Classroom Environment; College Students; Communication Research; Comparative Analysis; Gender Issues; Higher Education; Nontraditional Students; Nonverbal Communication; Sex Differences; Sex Role; Social Status; Socialization + Suchen Sie Ihr Suchwort? Klassengespräch; Klassenklima; Unterrichtsklima; Collegestudent; Kommunikationsforschung; Geschlechterfrage; Hochschulbildung; Hochschulsystem; Hochschulwesen; Non-verbal communication; Nonverbale Kommunikation; Sex difference; Geschlechtsunterschied; Geschlechterrolle; Sozialer Status; Socialisation; Sozialisation
Abstract	A study examined the gender and status (defined as traditional versus nontraditional student) differences on the Classroom Interaction Rules Survey (CIRS). The research questions asked if significant differences exist between males and females and traditional and nontraditional students in terms of compliance with and importance of implicit nonverbal rules in the college classroom. It is suggested that the classroom is a place where students are socialized into behaving in certain ways. Results suggest that gender is a greater influence than status in the socialization of implicit nonverbal rules. The role expectations may be greater in terms of gender than of status given the results of the CIRS. (Contains seven references.) (Author/CR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC