Students' Perceptions of Their Classroom Participation and Instructor as a Function of Gender and Context

By G. Crombie, S. Pyke, N. Silverthorn, Alison Jones, S. Piccinin. 2003

195 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/f291005f735effcbd54ae34bc711b08f9d0b2e8a

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In Social Psychology

Citations in the corpus

Changing “Course” (2014, background): “Participation can be operationalized by attendance, a more passive measure of participation, or by metrics such as hand-raising or commenting, which are arguably more active (Astin, 1999; Gump, 2005; Crombie et al., 2003; Dallimore, Hertenstein, & Platt, 2010; Fassinger, 1995; Randolph, 2007).”
Student Participation in the College Classroom: An Extended Multidisciplinary Literature Review (2010, background): “surprisingly, students are more likely to participate (Crombie et al., 2003) and feel”
A Structural Model of the Relationship Between Student–Faculty Interaction and Cognitive Skills Development Among College Students (2015, result): “Consistent with previous studies (Abel 2013; Bean 1980; Crombie et al. 2003; Endo and Harpel 1982; Gasiewski et al. 2012; Guiffrida et al. 2013; Kim and Sax 2011; Pascarella and Terenzini 1976, 1977, 1978, 1979; Umbach and Wawrzynski 2005; Volkwein et al. 1986), results from the final structural mod”
Origins of the Gender Gap: Pre-College and College Influences on Differences Between Men and Women (2007, background): “Or, as suggested by Genova (1989), ‘‘nurture’’ may actually influence ‘‘nature’’ in that male–female socialization patterns could give rise to sex differences in brain functioning.”
Instructor–Student and Student–Student Rapport in the Classroom (2010, background): “Several specific behaviors have been suggested which serve the dual purpose of building rapport and encouraging participation such as calling students by name, asking probing questions, and engaging in positive nonverbal behaviors such as smiling and nodding (Auster & MacRone, 1994; Crombie et al., ”
Beneath the numbers: A review of gender disparities in undergraduate education across science, technology, engineering, and math disciplines (2016, unknown): “In addition, participation can be an important indicator of other affective measures such as a student’s perception of and anxiety about performance in a STEM course [35,47].”
Student Learning in Business Simulation: An Empirical Investigation (2010, background): “Because numerous studies have shown that gender plays a significant role in student learning ( Clifton, Perry, Roberts, & Peter, 2008 ; Crombie, Pyke, Silverthorn, Jones, & Piccinin, 2003 ; Kaenzig, Hyatt, & Anderson, 2007 ), gender was a control variable.”