Classroom Participation and Student-Faculty Interactions: Does Gender Matter?

Holly E. Tatum, Beth M. Schwartz, Peggy A. Schimmoeller and Nicole Perry

The Journal of Higher Education, 2013, vol. 84, issue 6, 745-768

Abstract: We conducted an observational study to examine the effect of student and professor gender on college classroom participation and faculty-student interactions. A main effect for professor gender emerged, with more voluntary responses in female-taught classes. As the percentage of males present increased, overall voluntary responses and professor praise decreased.

Date: 2013
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DOI: 10.1080/00221546.2013.11777309

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