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ERIC Number: ED416558
Record Type: Non-Journal
Publication Date: 1993-Nov-21
Pages: 14
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Implicit Nonverbal Rules in the Classroom: A Study of Gender and Status Differences.
Burk, John; LeBlanc, H. Paul, III
A study examined the gender and status (defined as traditional versus nontraditional student) differences on the Classroom Interaction Rules Survey (CIRS). The research questions asked if significant differences exist between males and females and traditional and nontraditional students in terms of compliance with and importance of implicit nonverbal rules in the college classroom. It is suggested that the classroom is a place where students are socialized into behaving in certain ways. Results suggest that gender is a greater influence than status in the socialization of implicit nonverbal rules. The role expectations may be greater in terms of gender than of status given the results of the CIRS. (Contains seven references.) (Author/CR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A