Gender Gaps in Collegiate Teaching Style: Variations by Course Characteristics

Research in Higher Education

Volumn 52, Issue 3, 2011, Pages 261-277

  Laird, Thomas F Nelson ^a   Garver, Amy K ^a   Niskodé Dossett, Amanda Suniti ^b  

^a INDIANA UNIVERSITY   (United States)

^b UNIVERSITY OF ST THOMAS   (United States)

Author keywords

Faculty Survey of Student Engagement; Gender; Teaching styles

Indexed keywords

EID: 79952704185     PISSN: 03610365     EISSN: None     Source Type: Journal    
DOI: 10.1007/s11162-010-9193-0     Document Type: Article

References (45)

1. Andersen, K., & Miller, E. D. (1997). Gender and student evaluations of teaching. Political Science & Politics, 30, 216-219.
2. Basow, S. A. (1995). Student evaluations of college professors: When gender matters. Journal of Educational Psychology, 87(4), 656-665.
3. Basow, S. A., & Silberg, N. T. (1987). Student evaluations of college professors: Are female and male professors rated differently? Journal of Educational Psychology, 79(3), 308-314.
4. Biglan, A. (1973a). The characteristics of subject matter in different scientific areas. Journal of Applied Psychology, 57, 195-203.
5. Biglan, A. (1973b). Relationships between subject matter characteristics and the structure and output of university departments. Journal of Applied Psychology, 57, 1204-1213.
6. Braxton, J. M., & Hargens, L. L. (1996). Variation among academic disciplines: Analytical frameworks and research. In J. C. Smart (Ed.), Higher education handbook of theory and research (Vol. XI, pp. 1-46). New York: Agathon Press.
7. Burns-Glover, A. L., & Veith, D. J. (1995). Revisiting gender and teaching evaluation. Sex still makes a different. Journal of Social Behanior & Personality: Special Issue: Gender in the Workplace, 10(6), 69-80.
8. Centra, J. A., & Gaubatz, N. B. (2000). Is there gender bias in student evaluation of teaching? Journal of Higher Education, 71(1), 17-33.
9. Champeau, D. A., & Shaw, S. M. (2004). Teaching about interlocking oppressions: The case of HIV and women. Feminist Teacher, 14(3), 208-219.
10. Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for food practice in undergraduate education. AAHE Bulletin, 39(7), 3-7.
11. Crawley, S. L., Curry, H., Dumois-Sands, J., Tanner, C., & Wyker, C. (2008a). Full-contact pedagogy: Lecturing with questions and student-centered assignments as methods for inciting self-reflexivity for faculty and students. Feminist Teacher, 19(1), 13-30.
12. Crawley, S. L., Lewis, J. E., & Mayberry, M. (2008b). Introduction-feminist pedagogies in action: Teaching beyond disciplines. Feminist Teacher, 19(1), 1-12.
13. Deaux, K., & Major, B. (1987). Putting gender into context: An interactive model of gender-related behavior. Psychological Review, 94(3), 369-389.
14. Faculty Survey of Student Engagement. (2006). FSSE overview 2006. Bloomington, IN: Indiana University Center for Postsecondary Research.
15. Goodwin, L. D., & Stevens, E. A. (1993). The influence of gender on university faculty' members' perceptions of "good" teaching. The Journal of Higher Education, 64(2), 166-185.
16. Grasha, A. F. (1994). A matter of style: The teacher as expert, formal authority, personal model, facilitator, and delegator. College Teaching, 42(4), 142-149.
17. Holland, J. L. (1997). Making vocational choices: A theory of vocational personalities and work environments (3rd ed.). Odessa, FL: Psychological Assessment Resources.
18. Kardia, D. B., & Wright, M. C. (2004). Instructor identity: The impact of gender and race on faculty experiences with teaching. Occasional Paper. University of Michican Center for Research on Learning and Teaching.
19. Kuh, G. D. (2001). Assessing what really matters to student learning: Inside the National Survey of Student Engagement. Change, 33(3), 10-17, 66.
20. Kuh, G. D. (2003). What we're learning about student engagement from NSSE. Change, 35(2), 24-32.
21. Kuh, G. D., Nelson Laird, T. F., & Umbach, P. D. (2004). Aligning faculty and student behavior: Realizing the promise of greater expectations. Liberal Education, 90(4), 24-31.
22. Lacey, C. H., Saleh, A., & Gorman, R. (1998). Teaching nine to five: A study of the teaching styles of male and female professors. Paper presented at the Annual Women in Education Conference, Lincoln, Nebraska, Oct 11-12.
23. Lattuca, L. R., & Stark, J. S. (2009). Shaping the college curriculum: Academic plans in context (2nd ed.). San Francisco: Jossey-Bass.
24. Maher, F. A., & Tetrault, M. K. T. (1994). The feminist classroom. New York: Basic Books.
25. Miller, T. E., Bender, B. E., Schuh, J. H., et al. (Eds.). (2005). Promoting reasonable expectations: Aligning student and institutional views of the college experience. San Francisco: Jossey-Bass.
26. Morstain, B. R., & Smart, J. C. (1976). Educational orientations of faculty: Assessing a personality model of the academic professions. Psychological Reports, 39(1), 1199-1211.
27. National Survey of Student Engagement. (2005). Exploring different dimensions of student engagement. Bloomington, IN: Indiana University Center for Postsecondary Research.
28. Nelson Laird, T. F., & Garver, A. K. (2010). The effect of teaching general education courses on deep approaches to learning: How disciplinary context matters. Research in Higher Education, 51, 248-265.
29. Nelson Laird, T. F., Shoup, R., Kuh, G. D., & Schwarz, M. J. (2008). The effects of discipline on deep approaches to student learning and college outcomes. Research in Higher Education, 49, 469-494.
30. Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research. San Francisco: Jossey-Bass.
31. Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (2nd ed.). Advanced Quantitative Techniques in the Social Sciences Series 1. Thousand Oaks, CA: Sage Publications.
32. Raudenbush, S. W., Bryk, A. S., Cheong, Y. F., & Congdon, R. T. (2004). HLM 6: Hierarchical linear and nonlinear modeling. Lincolnwood, IL: Scientific Software International.
33. Schuster, J. H., & Finkelstein, M. J. (2006). The American faculty: The restructuring of academic work and careers. Baltimore: Johns Hopkins University Press.
34. Seely Brown, J. (2006). New learning environments for the 21st century: Exploring the edge. Change: The Magazine of Higher Learning, 38(5), 18-24.
35. Singer, E. (1996). Espoused teaching paradigms of college faculty. Research in Higher Education, 37(6), 659-679.
36. Smart, J. C., & Umbach, P. D. (2007). Faculty and academic environments: Using Holland's theory to explore differences in how faculty structure undergraduate courses. Journal of College Student Development, 48(2), 183-195.
37. Starbuck, G. H. (2003). College teaching styles by gender. Paper presented at the Western Social Science Association Annual Meeting, Las Vegas, NV, April 9-12.
38. Statham, A., Richardson, L., & Cook, J. A. (1991). Gender and university teaching: A negotiated difference. Albany: State University of New York Press.
39. Stoecker, J. L. (1993). The Biglan classification revisited. Research in Higher Education, 34(4), 451-464.
40. Strange, C. C., & Banning, J. H. (2001). Educating by design: Creating campus learning environments that work. San Francisco: Jossey-Bass.
41. Tartro, C. N. (1995). Gender effects on student evaluation of faculty. Journal of Research and Development in Education, 28(3), 169-173.
42. Travis, J. E. (1995). Models for improving college teaching: A faculty resource (ASHE-ERIC Higher Education Rep. No. 8). Washington, DC: George Washington University, Graduate School of Education and Human Development.
43. Umbach, P. D., & Wawrzynski, M. R. (2005). Faculty do matter: The role of college faculty in student learning and engagement. Research in Higher Education, 46(2), 153-184.
44. Whitworth, J. E., Price, B. A., & Randall, C. H. (2002). Factors that affect business college students opinion of teaching and learning. Journal of Business Education, May/June, 282-289.
45. Wink, D. J., Ellefson, J., Perry, D., Wenzel, S., & Choe, J. H. H. (2008). Fostering preservice teacher identity in science through a student-selected project. Feminist Teacher, 19(1), 31-46.