ERIC Number: ED367037
Record Type: RIE
Publication Date: 1993-Nov-21
Reference Count: N/A
Introducing Gender Communication into the Basic Business Communication Course.
Shue, Laura Leigh
Students should become acquainted with gender communication differences in basic communication courses so that they can more effectively deal with each other. Very few business communication textbooks acknowledge that gender sensitivity is an important criterion. Also, instructors unintentionally ignore or trivialize the issue of gender sensitivity. Most instructors value modeling as a method for subtly teaching new concepts and behaviors to students. Instructors should take the time at the beginning of the semester to explain their policy on gender sensitive behavior as it applies within the confines of the classroom. Guests of both sexes can be invited to visit the classroom and relate their experiences. Students could be asked to write "mini papers" based on interviews with members of corporations. Readings for the course should contain literature that discusses gender communication. Role-playing situations (such as job interviews, group decision making processes, and "audience adaptation") benefit students by reinforcing the instructor's lecture as well as classroom discussion. Class activities ("supportive speeches," self-analyses of career goals, and "powerful" versus "powerless" language) may also be useful. Faculty training (panel discussions, faculty observation, and informal faculty discussions) are needed to make faculty aware of the need for changes in classroom climate and the material itself. (Contains 16 references.) (RS)
Publication Type: Speeches/Meeting Papers; Guides - Classroom - Teacher
Education Level: N/A
Authoring Institution: N/A
Identifiers: Communication Behavior
Note: Paper presented at the Annual Meeting of the Speech Communication Association (79th, Miami Beach, FL, November 18-21, 1993).