The role of gender in perceived speaker competence: An analysis of student peer critiques

Communication Education

Volumn 53, Issue 3, 2004, Pages 286-296

  Sellnow, Deanna D ^a   Treinen, Kristen P ^b  

^a NORTH DAKOTA STATE UNIVERSITY   (United States)

^b MINNESOTA STATE UNIVERSITY   (United States)

Author keywords

Gender bias; Higher education; Peer evaluation; Public speaking classes

Indexed keywords

EID: 4944225465     PISSN: 03634523     EISSN: None     Source Type: Journal    
DOI: 10.1080/0363452042000265215     Document Type: Review

References (44)

1. Allen, D. D. (2002). Alternative assessment in the preparation of literacy educators: Responses from students. Reading Psychology, 23, 15-26.
2. Anderson, N. A. (2001). The value of feedback in an early field experience: Peer, teacher, and supervisor coaching. Action in Teacher Education, 23, 66-74.
3. Aries, E. (1996). Men and women in interaction: Reconsidering the differences. New York: Oxford University Press.
4. Barnes, L. L. (1990). Gender bias in teacher's written comments. In S. L. Gabriel & I. Smithson (Eds.), Gender in the classroom: Power and pedagogy (pp. 140-153). Urbana: University of Illinois.
5. Basow, S. A., & Silberg, N. T. (1987). Student evaluations of college professors: Are female and male professors rated differently? Journal of Educational Psychology, 79, 308-314.
6. Benton, B. (1995). Very fake badges - very real guns. In Winning orations (pp. 31-33). Mankato, MN: Interstate Oratorical Association.
7. Boggs, C. (1995). Identifying gender bias in teaching evaluations: Insights offered by communication research (Report No. CS 509 061). Albuquerque, NM: Annual meeting of the International Communication Association. (ERIC Document Reproduction Service No. ED 387 848)
8. Borisoff, D., & Hahn, D. (1995). From research to pedagogy: Teaching gender and communication. Communication Quarterly, 43, 381-393.
9. Boud, D. (1999). Peer learning and assessment. Assessment and Evaluation in Higher Education, 24, 413-426.
10. Bradley, P. H. (1981). The folk-linguistics of women's speech: An empirical examination. Communication Monographs, 48, 73-90.
11. Cooper, P. J., Stewart, L. P., & Gudykunst, W. B. (1982). Relationships with instructor and other variables influencing student evaluations of instruction. Communication Quarterly, 30, 308-314.
12. Dochy, F. (1999). The use of self-, peer and co-assessment in higher education: A review. Studies in Higher Education, 24, 331-350.
13. Eagly, A. H., & Mladinic, A. (1989). Gender stereotypes and attitudes toward women and men. Personality and Social Psychology Bulletin, 15, 543-588.
14. Eisenbach, R. (1999). The emotional reaction to classroom visitation and peer coaching. Journal of Management Education, 23, 416-427.
15. Falchikov, N. (2000). Student peer assessment in higher education; A meta-analysis comparing peer and teacher marks. Review of Educational Research, 70, 287-322.
16. Gallos, J. V. (1995). Gender and silence: Implications of women's ways of knowing. College Teaching, 43, 101-105.
17. Gorham, J., Cohen, S. H., & Morris, T. L. (1997). Fashion in the classroom II: Instructor immediacy and attire. Communication Research Reports, 14, 11-23.
18. Gorham, J., Cohen, S. H., & Morris, T. L. (1999). Fashion in the classroom III: Effects of instructor attire and immediacy in natural classroom interactions. Communication Quarterly, 47, 281-299.
19. Hannan, D. J. (1995). Gender equity in the American classroom: Where are the women? English Journal, 84, 103-106.
20. Hanrahan, S. J. (2001). Assessing self- and peer-assessment. Higher Education Research and Development, 20, 53-70.
21. Harris, M. B., James, J., Chavez, J., Fuller, M. L., Kent, S., Massanari, C., Moore, C., & Walsh, F. (1983). Clothing: Communication, compliance, and choice. Journal of Applied Social Psychology, 13, 88-97.
22. Heinz, B. (2002). Enga(y)ging the discipline: Sexual minorities and communication studies. Communication Education, 51, 95-104.
23. Johnson, D. M., & Roen, D. H. (1992). Complimenting and involvement in peer reviews: Gender variation. Language and Society, 21, 27-57.
24. Kierstead, D., D'Agostino, P., & Dill, H. (1988). Sex role stereotyping of college professors: Bias in students' ratings of instructors. Journal of Educational Psychology, 80, 342-344.
25. MacAlpine, J. M. K. (1999). Improving and encouraging peer assessment of student presentations. Assessment and Evaluation in Higher Education, 24, 15-25.
26. McKendree, J., Small, C., Stenning, K., & Conlon, T. (2002). The role of representation in teaching and learning critical thinking. Education Review, 54, 57-67.
27. Morris, T. L., Gorham, J., Cohen, S. H., Huffman, D. (1996). Fashion in the classroom: Effects of attire on student perceptions of instructors in college classes. Communication Education, 45, 135-148.
28. Myers, S., Martin, M., & Mottet, T. (2002). Students' motives for communicating with their instructors: Considering instructor socio-communicative style, student socio- communicative orientation, and student gender. Communication Education, 51, 121-133.
29. Pearson, J. C. (1980). An investigation of the effects of sexism and sex role identification on the criticism of classroom speeches. New York: Paper presented at the Annual Meeting of the Speech Communication Association. (ERIC Document Reproduction Service No. ED 192 383)
30. Pearson, J. C. (1987). Interrelationships between gender and communication. Monograph for the Ohio State University Center for Sex Equity, 2(3), 2-7.
31. Pearson, J. C. (1991). Gender bias in the classroom. In J. D. Nyquist, R. D. Abbot, D. H. Wulff, & J. Sprague (Eds.), Preparing the professoriate of tomorrow to teach: Selected readings in TA training (pp. 73-79). Iowa: Kendall-Hunt.
32. Phillips, P. A., & Smith, L. R. (1992). The effects of teacher dress on student perceptions (Report No. SP 033 944). East Lansing, MI: National Center for Research on Teacher Learning. (ERIC Document Services No. ED 347 151)
33. Rauch, K. (1999). Observation and feedback during student teaching: Learning from peers. Action in Teacher Education, 21, 67-78.
34. Roach, K. D. (1997). Effects of graduate teaching assistant attire on student learning, misbehaviors, and ratings of instruction. Communication Quarterly, 45, 125-142.
35. Rollman, S. A. (1980, April). Some effects of teachers' styles of dress. Paper presented at the annual meeting of the Southern Speech Communication Association, Birmingham, AL.
36. Sadker, M., & Sadker, D. (1990). Confronting sexism in the classroom. In S. L. Gabriel & I. Smithson (Eds.), Gender equity in the classroom: Power and pedagogy (pp. 176-187). Urbana: University of Illinois.
37. Sadker, M., Sadker, D., & Stulberg, L. M. (1993). Fair and square? Creating a nonsexist classroom. Instructor, 102(7) 45-46, 67-68.
38. Sandler, B. R. (1991). Women faculty as work in the college classroom, or, why it still hurts to be a woman in labor. Communication Education, 40, 6-15.
39. Sellnow, D. (2002). Public speaking applications. New York: Thomson Learning.
40. Sluijsmans, D. M. A. (2001). Peer assessment in problem-based learning. Studies in Educational Evaluation, 27, 153-173.
41. Smith, H. (2002). Improving the quality of undergraduate peer assessment: A case for student and staff development. Innovations in Education and Teaching International, 39, 71-81.
42. Topping, K. J. (2000). Formative peer assessment of academic writing between postgraduate students. Assessment and Evaluation in Higher Education, 25, 149-169.
43. Wigington, H., Tollefson, N., & Rodriguez, E. (1989). Students' ratings of instructors revisited: Interaction among class and instructor variables. Research in Higher Education, 30, 331-344.
44. Youngs, B. L. (2001). A successful peer writing assistant program. Foreign Language Annals, 34, 550-558.