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ERIC Number: ED397043
Record Type: Non-Journal
Publication Date: 1996
Pages: 27
Abstractor: N/A
Reference Count: N/A
When Do Education Students Talk about Personal Experience? An Analysis of Classroom Discourse.
LePage, Pamela
The literature suggests that the U.S. system of higher education has developed and maintained conservative norms that govern behavior in the classroom and discourage open dialog by dictating what is and is not appropriate to discuss in academic settings. The question is raised of the appropriateness of these norms. Classroom dialog was analyzed to test the hypothesis that in a college course where students frequently discuss ways to improve education for disadvantaged and minority children, the number of times students discussed their personal experiences as teachers would be significantly higher than the number of times they discussed personal experiences as disadvantaged or minority students. Participants in the study were 41 education students of whom 86 percent were teachers, 69 percent claimed to have come from disadvantaged backgrounds, and 77 percent claimed to be minorities. Results supported the hypothesis; also the students seemed uncomfortable talking about their experiences as disadvantaged or minority students. Additional analyses indicated that men and women made about the same number of comments in class. Although this finding suggests a more equal representation of women's voices than has been reported in the past, other factors were noted. For example, some women were excluded from the study because they never talked in class, and a higher percentage of men in the class were seeking advanced degrees. (Contains 2 tables and 26 references.) (ND)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A