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ERIC Number: ED354566
Record Type: Non-Journal
Publication Date: 1992-Oct
Pages: 45
Abstractor: N/A
Reference Count: N/A
Classroom Embarrassment: Types, Goals, and Face Saving Strategies.
McPherson, Mary B.; Kearney, Patricia
A study verified and extended the utility of three topologies of embarrassment (types of embarrassment, face saving strategies, and goals of embarrassment) to the college classroom context. Subjects, 209 undergraduate students enrolled in 12 introductory, lower-division, interpersonal communication classes at a large western United States university, were asked to describe an incident in which they were significantly embarrassed by a teacher in college, what they said or did to reduce their embarrassment, and why they think the teacher embarrassed them. Responses were reliably coded into caregories using the three topologies of embarrassment. The applicability of the categories in the classroom context were verified; however, the topologies were extended to incorporate unique classroom situations. Findings suggest that embarrassment in the college classroom differs somewhat from other contexts. Ongoing research is examining students' perceptions of teachers who use embarrassment either to gain students' compliance, or with the aim of rewarding them with recognition or praise, or through labeling or discounting students' ideas, or in some other way, either intentional or unintentional. (Three tables presenting revised topologies and three tables of data are included; contains 23 references.) (Author/RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A