A Gender Lens on Pedagogical Choice in Academia: Revisiting Hartlaub and Lancaster's Study on Teaching Methodologies

Autor/inn/en	Wigfall, Patricia Moss; Hall, Paula Quick
Titel	A Gender Lens on Pedagogical Choice in Academia: Revisiting Hartlaub and Lancaster's Study on Teaching Methodologies
Quelle	In: Forum on Public Policy Online, 2010 (2010) 2, (29 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-9809
Schlagwörter	Political Science; Research Methodology; Public Administration; Public Policy; Teaching Methods; Gender Differences; College Faculty; Comparative Analysis; Surveys; Individual Characteristics; North Carolina + Suchen Sie Ihr Suchwort? Staatslehre; Politikwissenschaft; Politische Wissenschaft; Research method; Forschungsmethode; Öffentliche Verwaltung; Öffentliche Ordnung; Teaching method; Lehrmethode; Unterrichtsmethode; Geschlechterkonflikt; Fakultät; Survey; Umfrage; Befragung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal
Abstract	This paper focuses on the role of gender in faculty choice of teaching methodologies at colleges and universities in North Carolina. We replicate research conducted by Hartlaub and Lancaster who examined pedagogical preference among a national sample of political science instructors. In revisiting that inquiry, published in 2008, we have explored the applicability of their finding that gender had some influence on pedagogical choice. As we compare the sample of North Carolina colleges and universities with those in the nationally representative sample, we also look at the similarity of other findings, as well as disparities, that we think relevant to our study. By broadening the Hartlaub-Lancaster national sample to include faculty who teach public administration, public policy and research methods, we specifically look to see if gender-related associations, which were revealed in the national study can be generalized to faculty in other disciplines and of smaller geographical areas. While we employ the Hartlaub-Lancaster survey, we condense the number of questions in the survey to reduce the completion time in which we thought most respondents would readily accept. Information that is provided by excluded questions, however, is not lost, as we will be able to extrapolate information needed for future research from the emailed responses of participants. We detail the excluded survey questions in the section, "The 2008 and 2010 Studies." (Contains 6 tables and 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10