Student and Professor Gender Effects in Introductory Business Statistics

Autor/inn/en	Haley, M. Ryan; Johnson, Marianne F.; Kuennen, Eric W.
Titel	Student and Professor Gender Effects in Introductory Business Statistics
Quelle	In: Journal of Statistics Education, 15 (2007) 3, (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1069-1898
Schlagwörter	Higher Education; Statistics; Teaching Methods; Gender Differences; Teacher Student Relationship; Introductory Courses; Context Effect + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Statistik; Teaching method; Lehrmethode; Unterrichtsmethode; Geschlechterkonflikt; Teacher student relationships; Lehrer-Schüler-Beziehung; Einführungskurs
Abstract	Studies have yielded highly mixed results as to differences in male and female student performance in statistics courses; the role that professors play in these differences is even less clear. In this paper, we consider the impact of professor and student gender on student performance in an introductory business statistics course taught by economics faculty. Using a sample of 535 students, we find, after controlling for academic and mathematical background, that students taught by a professor of the opposite gender fare significantly worse than students taught by a professor of the same gender. The presence of this gender effect highlights the importance of pursuing sound, gender-neutral pedagogical practices in introductory statistics education. (Contains 5 tables.) (As Provided).
Anmerkungen	American Statistical Association. 732 North Washington Street, Alexandria, VA 22314. Tel: 703-684-1221; Tel: 888-231-3473; Fax: 703-684-2037; e-mail: asainfo@amstat.org; Web site: http://www.amstat.org/publications/jse
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10