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ERIC Number: ED462847
Record Type: Non-Journal
Publication Date: 2000-Nov
Pages: 14
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Feminization in Writing Pedagogy: A Study of Teacher's Gender at EFL University Composition Classrooms.
Chen, Yuh-Mei
This paper reports on a study that investigated whether male and female professors teach differently within English-as-a-Second-Language (ESL) university classrooms in Taiwan. It was hypothesized that female teachers would be more likely to employ feminist teaching practices in their composition classes and be rated as competent and favorable by students. Six male and female university composition teachers and their students were invited to participate in the study. Classes were observed, and teachers completed interviews. T-test was used to detect gender differences in professors' teaching practices, competency, and likability. Interviews with students were conducted to cross-validate and support t-test results. Results revealed that female teachers made more attempts to involve students in peer collaboration and that male teachers had a greater tendency to employ personalizations in their classes. There were no differences regarding teachers' gender in the pedagogical practice of reflection. Overall, female teachers were more likely to be perceived as competent and favorable than were male teachers. (Contains 27 references.) (Author/SM)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan