Gender & Ethnicity

8/13/2019 Gender & Ethnicity

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Interaction of gender and discouthe classroom setting

• Male students apeak more oftentan female students in K-12

classrooms.

• Even when women speak, listenersare more likely to recall comments

made by men, and even toattribute comments made bywomen to male speakers.

• Females are more likely to besuccessfully interrupted than men.

Recognition ofethnicity and gendeas factors that affecthe communicatio

styles.



D. Sarker and Sarker (1995)

• Minority males interact with the teachers less tan White ma

• Minority females are involved in the fewest interactions wit

The more marginalized a student is, the more suppressed

student’s classroom participation.

Literature review



Johnson- Eilola’s (1997): •

The potencial depersonalizationof electronic textualcommunication may encourageparticipation by students whomay not talk in class becausethey are wary of being prejudge

by the markers of race, gender,age, or ethnicity.

To empower pagroups of studestrong understathe status quo i



Computer-mediated- communica(CMC)

Tool for discourse analysisAdvantages:

1. Reduce gathering dat

2. Not limited by time a

3. Changes conversationdynamics

4. Better teacher-studeinteraction

5. Time to think and comthoughts

6. Anonymous and depe

E-mail

Chat rooms

Discussion

forums

Disadvantages:

1. Instructor’s influenstudents’ writing adiscussion (Hawise1992)

2. Differences betweewomen of differentbackgrounds.



The Current study

Ideal:

To examine ethnic and genderdifferences in conversationaldynamics between subjects froma number of different racial

backgrounds.Groups with sufficientrepresentation:

• Hispanic and White



Research Questions

1. Do Hispanic and White female and male students participdifferently in the face-to-face enironment?

2. Does the relative participation of Hispanic and White studchange in the computer-mediated setting?

3. What attitudes do Hispanic and White female and male stdemonstrade toward each of the conversation environme



Method

•

Observation of two computer-mediated and two tradicional face-to-face class discussions, in each ofthree undergraduated Englishclasses.

• Measurement of the number ofwords he or she contributed to thediscussion two levels foreach student: CM and face-to-face.

Indepenen

Gender and et

Dependen

Participation i

environment and participatio

Variab



Data gathering

Follow-up questionnaire:

Perception of thedifferences between the

two environments.



Classes and students

•

Three lower-level undergraduate English classes taught in th1997 semester through the Computers Writing and Reseachthe University of Texas were analyzed.

• Students between twenty and twenty four years of age.

• Students’ typing speed.

Typing speed is not correlated to the partici

the computer-mediated setting or to the stu

preference for this environment.

Gender & Ethnicity

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