The impact of gender on teacher immediacy and student learning in the HBCU classroom

Autor:	Dominique M. Gendrin, Mary L. Rucker
Rok vydání:	2002
Předmět:	Nonverbal communication Gender identity Communication Immediacy Ethnic group Historically black colleges and universities Context (language use) Cognition Student learning Psychology Social psychology
Zdroj:	Communication Research Reports. 19:291-299
ISSN:	1746-4099 0882-4096
DOI:	10.1080/08824090209384857
Popis:	The goal of the present study was to extend our understanding of historically Black colleges and universities (HBCUs), as a communication context, by examining the impact of gender on teacher immediacy and student motivation to learn in the HBCU classroom. The relationship between verbal and nonverbal immediacy and perceived cognitive and affective learning outcomes did not differ between men and women. The findings indicated that nonverbal immediacy was more predictive of learning outcomes than verbal immediacy for both African American men and women. Findings are explained in terms of the role of ethnic/gender identity in the HBCU classroom.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::3b122cb096d6430469291115d8da37d0 https://doi.org/10.1080/08824090209384857 Zobrazit plný text záznamu