The Effect of Instructor Gender and Race/Ethnicity on Gaining Compliance in the Classroom1
The Effect of Instructor Gender and Race/Ethnicity on Gaining Compliance in the Classroom1
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教师性别和种族/民族对获得课堂依从性的影响1
DOI：
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发表时间：
2004
期刊：
影响因子：
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通讯作者：
R. Loomis
中科院分区：
文献类型：
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作者：
S. Elias;R. Loomis
本研究采用2×2×3的被试间设计，研究了教师的性别和种族对他们在课堂上利用不同的社会权力基础时获得顺从能力的影响。男性和女性参与者(n=297)在观看一张描绘教师的照片时完成了人际关系权力问卷。所描绘的讲师是不同种族的男性或女性(高加索人、非裔美国人和拉丁裔)。结果表明，当使用软(微妙和非强制性)权力基础时，教师性别和种族影响学生的遵从率。就个人权力基础而言，学生性别、教师性别、教师种族以及教师性别×教师种族互动对遵从率有影响。讨论了对课堂教师以及其他权力持有者的影响。
How instructors' gender and race impacts their ability to gain compliance in the classroom when utilizing various bases of social power was investigated using a 2 × 2 × 3 between-subjects design. Male and female participants (n = 297) completed the Interpersonal Power Inventory while viewing a photo depicting an instructor. The instructors depicted were male or female of varying ethnicities (Caucasian, African American, and Latino). Results indicated that instructor gender and race influenced student compliance rates when soft (subtle and noncoercive) bases of power were utilized. With regard to individual power bases, student gender, instructor gender, instructor race, and the Instructor Gender × Instructor Race interaction were found to impact compliance rates. Implications for classroom instructors, as well as other powerholders, are discussed.