Effects of Sex and Setting on Students' Interpretation of Teachers' Excessive Use of Immediacy
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| Title: | Effects of Sex and Setting on Students' Interpretation of Teachers' Excessive Use of Immediacy |
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| Language: | English |
| Authors: | Rester, Carolyn H., Edwards, Renee |
| Source: | Communication Education. Jan 2007 56(1):34-53. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2007 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Sexual Harassment, Gender Differences, Student Attitudes, Gender Issues, Teacher Student Relationship, Personality Traits, Teaching Methods, Context Effect, Teacher Behavior, Nonverbal Communication, Proximity, College Students |
| ISSN: | 0363-4523 |
| Abstract: | Using a message interpretation perspective, this study (N = 379) examined how sex of the student, sex of the teacher, and the setting affect the messages students receive from a teacher's excessive use of immediacy. Results reveal that students interpret excessive immediacy from female teachers as caring, but the same behavior from male teachers is interpreted as control. Students also perceive excessive levels of immediacy as offensive when used by male instructors. Students are more likely to label this behavior as sexual harassment when it occurs in extra-class settings such as the professor's office or the student center than in the classroom. (Contains 1 table and 1 figure.) [This manuscript is based on the first author's dissertation which was directed by the second author. An earlier version was presented at the 2006 National Communication Association annual meeting, San Antonio, TX.] |
| Abstractor: | Author |
| Number of References: | 60 |
| Entry Date: | 2007 |
| Access URL: | https://taylorandfrancis.metapress.com/link.asp?id=H8KM85X0K62MG545 |
| Accession Number: | EJ753325 |
| Database: | ERIC |
| Abstract: | Using a message interpretation perspective, this study (N = 379) examined how sex of the student, sex of the teacher, and the setting affect the messages students receive from a teacher's excessive use of immediacy. Results reveal that students interpret excessive immediacy from female teachers as caring, but the same behavior from male teachers is interpreted as control. Students also perceive excessive levels of immediacy as offensive when used by male instructors. Students are more likely to label this behavior as sexual harassment when it occurs in extra-class settings such as the professor's office or the student center than in the classroom. (Contains 1 table and 1 figure.) [This manuscript is based on the first author's dissertation which was directed by the second author. An earlier version was presented at the 2006 National Communication Association annual meeting, San Antonio, TX.] |
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| ISSN: | 0363-4523 |
