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The effect of gender in communication
The effect of gender in communication
Differences in male and female communication
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In the United States, university classrooms today are made up of a mixture of males and females. In life, males and females have different conversational styles. The ways that they communicate to each other in a conversation, as well as how they communicate with their instructors and peers in the classroom. Although there is a combination of both genders in the classrooms, schools tend to use learning techniques that are more applicable towards men than women. When teaching with a mixture of people that learn differently, it is difficult to have a certain technique to use that would help everybody in the same way. Yet it is important that each gender be given equal opportunities that allows them to do their best and succeed in their academic …show more content…
While females are more likely to, “adopt a strategy of “silent protest” after they have been interrupted” (170). According to Maltz and Borker, men’s dominance in conversation goes along with their dominance in society. In society men, typically, are seen as the more dominant gender over women (170). This also applies to inside the classroom as more men tend to speak out and do more of the talking than women. Most of the time teachers view interaction and participation as a very important part of their student’s ability to succeed. According to Deborah Tannen, author of “How Male and Female Students Use Language Differently” in many classrooms, for learning tools teachers use the debate like format when discussing topics. Tannen writes that teachers would have the students read an article and break it down, and discuss it as a group. Although the debate format does work for men, it does not appeal in some cases to females. In her work, Tannen points out that, English …show more content…
If anytime during class the professor turns conversation over to the students to interact, participate, answer questions, or ask questions it is, most of the time, male students who are the ones doing the interaction. While if in the all female classes it is turned over to the students there is silence for a while until someone answers, the professor answers their own question, or the professor calls on someone to answer. In one class the professor has stated that the class is so far ahead because no one in there ask questions are
“Men are from Mars, women are from Venus” as the famous saying of John Gray goes. It is believed men and women are nothing alike in almost every aspect. In Deborah Tannen’s essay “Gender in the classroom: Teacher’s Classroom Strategies Should Recognize that Men and Women Use Language Differently” she focused on how men and women differ when it comes to communicating, with emphasis on how it effects to how men and women behave in the classroom.
Because young boys are more active they often are disciplined, while girls are often quieter and naturally become a teacher’s favorite. This causes problems because classrooms naturally become more attuned to a girl’s style of learning, leaving young boys behind in the classroom from an early age. “Boy Problems” by Ann Hulbert goes into detail over the increasing “gender educational disparity.” Hulbert gives the reader useful information about how and why men are falling behind and the increasing gender differences in education. When fixing a problem one must first realize the problem exists. Now that the problem has come to light, action must be
Jesus Gutierrez Martinez Mrs. Anderson English 9B 26 April 2024. The Coming of Age Journey in "Solo" In the coming-of-age novel "Solo" by Kwame Alexander and Mary Rand Hess, the protagonist, Blade Morrison, embarks on a transformative journey of self-discovery, familial reconciliation, and cultural exploration. Initially, Blade grapples with the complexities of his identity as the adopted son of former rock star, Rutherford Morrison.
Deborah Tannen’s case study entitled “Can’t We Talk?” is the most relevant reading that I have ever done for any class. It relates to a problem that every person regardless of age, race or sex, will have to face many times in his or her lifetime. The problem is that men and women communicate differently and these differences can often lead to conflict. This case study is very informative because it helps to clarify the thought process of each sex. That said this reading leaves the reader somewhat unfulfilled because Tannen does not offer a solution to the problem.
According to Borker and Maltz (1982) women and men of America are from varied sociolinguistic cultures and have learnt conversation rules differently. Language rules are taught to children at an early age. Little girls work and interact within small homogeneous boys-girls groups and make supportive comments whereas boys go for bigger groups and make challenging comments. When they group up, these patterns continue and sometimes misunderstandings occur due to such differences. Women nod head to encourage speaker whereas men consider it to be a gesture for agreement. Men do not nod and women consider they are not listening. Women tend to use questions to continue or start off a conversation and men think it is because of less knowledge of women. Even though females give more affective response, still where nonverbal communication is concerned...
It is a common phenomenon in coed schools that when an instructor asks a girl to answer a question in a science or math class, some boys always interrupt and answer that question correctly. Many girls at that moment may feel embarrassed, frightened, and even want to be invisible. In many cases, instructors do not punish the boys for their rude behaviors. As The learning environment and teachers’ attitude make girls feel pressure and decrease their Learning enthusiasm. As a result, girls and boys receive a different education even though they have the same class. In the U.S., the discrepancy in academic performance persists across gender. In order to close the gap and provide an equitable and quality education
Same sex classes make it possible for teachers to cater to student needs in a more efficient way. In general boys benefit from hands on learning, but girls benefit from calm discussions (Mullins 3). Girls tend to doubt themselves while boys think they can do anything. Boys need to be brought down from the clouds while girls need to be dug out of a hole (Mullins 3). David Chadwell says, "Structure and connection are two key concepts when examining gender in the classroom. All students certainly need both, but it seems that teachers need to consider the issue of structure more with boys and the issue of connection more with girls" (7), and Kristen Stanberry’s research has shown, "Some research indicates that girls learn better when classroom temperature is warm, while boys perform better in cooler classrooms. If that's true, then the temperature in a single-sex classroom could be set to optimize the learning of either male or female students" (1). These observations further support the idea that same sex classrooms can cater to student’s...
Social Construction of Gender is a process, stratification system and structure. The day to day interactions emphasize gender as opposites. Take for instance, conversations, formalities of daily life, sayings, and so on. The social construction of gender is created through social interaction – through the things we do and say with other people. This means that gender it is not a fixed or inherent fact, but instead it varies across time and place.
Instructors of a class need to observe their students to notice which gender type are speaking out more in classroom discussions, and find out if their classroom fits the standards of a male dominated talking classroom. If an instructor finds their classroom fits the mold they should seek a new method that aims at males and females to receive an equal opportunity, or use different methods that some males prefer, and some that females like better. Following advice from Krupnick, “Teachers should learn each student 's name and make sure to use names frequently, so that all students know they are recognized members of the class” (373). Making all students feel comfortable in class leaves the students more relaxed and could leave students feeling comfortable to contribute during classroom discussions.
The relationship between sex and gender can be argued in many different lights. All of which complicated lights. Each individual beholds a sexual identity and a gender identity, with the argument of perceiving these identities however way they wish to perceive them. However, the impact of gender on our identities and on our bodies and how they play out is often taken for granted in various ways. Gender issues continue to be a hugely important topic within contemporary modern society. I intend to help the reader understand that femininities and masculinities is a social constructed concept and whether the binary categories of “male” and “female” are adequate concepts for understanding and organising contemporary social life with discussing the experiences of individuals and groups who have resisted these labels and forged new identities.
After reading the different studies and research in the chapter I have a much different view than before. I reflected on my whole life and noticed that when I am in a more private and relaxed setting my wife usually does a lot of the talking. But in more formal settings like when we attend seminars together or when we took a college class together, I am doing more of the talking. This is just one example of how this study actually reflects my everyday life. Another example of how this chapter changed my view is the way male and female speech occurs in my class. I was really taken back from my teaching and I noticed that this is true of my classroom and I didn 't even know this! Many times when a girl answers a question or tries to provide her different insight of the question provided I sense that many feel she is trying to show off. This chapter honestly will helped me get rid of many assumptions I 've always had. I will also try to ensure all my students have the social confidence in my classroom and try to help all students contribute to the
Men and women are more different than one can imagine. Though the main difference is in physical appearance, another difference is their sense of communication. Women appear to talk more than males, but like to keep their conversations more private. Males, on the other hand, will talk less, but do not mind their conversations being more public. This is just one of many examples of men and women being completely opposite of one another in terms of communication. Each gender has their own expectations of the opposite. These expectations are not usually met due to communication differences, which leads to criticisms such as, “Men do not listen” or “Women will never understand” to form. The most common assumption for why expectations are not met
This problem occurs in schools everywhere and is starting to become more evident in today's society. The problem is that boys and girls learning potential are not being reached when put into the same teaching atmosphere. Girls seem to be out smarting boys in many classes. While boys excel in math and sciences and girls seem to be better in English. The styles in which boys and girls feel comfortable with are extremely different. The learning styles of girls usually contain socializing and context. For instance, most girls like to talk in small groups about the current discussion. They also like hands on activities or real life situations to compare things to. Boys are confrontational and formal. They need to be challenged by their teachers to help motivate them to become better students and be prepared. In contrast girls do not like to be confronted by teachers who are asking for an immediate answers. In most cases, girls seem to be more reserved and modest than boys about their intelligence ("What are someÉ) are. Their differences may not seem evident but make a difference to reaching their highest learning potential.
Gender communication focused on the method of expressing a thought or idea through the use of a gender in the relationship and the role of people. Some will argue that gender communication is qualified as a form of intercultural communication on the development of effective communication skills when we interact with an opposite sex. The communication between men and women have a huge difference because people from different culture speak different dialects. In the current society, it is common for us to hear phrases such as “ you men (women) are from a different planet,”these phrases are developed due to the miscommunication between men and women over the course of evolution. Men and women had developed different methods of
The gender issues in today’s society are issues to discuss because they are tainting the lives of people from an early age. This is important because girls and boys are showing increasing levels of insecurities that are arising due to fundamental gender issues in society. The masculine stereotype is one the most prevailing causes of gender issues in society, especially the issue of sexism. Our society must address this issue because the cycle of sexism only feeds into peoples’ insecurities. Men should not feel obligated to objectify women to feel masculine and women should not feel like they must be sensual and beautiful to have value. The stereotypes that are being placed on men and young boys effect the attitudes of the women around them and creates a cycle of hypersexualization and sexism, leaving the relationships between genders tainted and women feeling less confident in themselves. By changing the way people think men and women are supposed to be, we can change the way our society values one another and in turn, become a more equal and respectful society.