A Comparison of Chinese and American College Students' Perceptions of Professors' Behaviors

Autor/inn/en	Stork, Elizabeth; Hartley, Nell T.
Titel	A Comparison of Chinese and American College Students' Perceptions of Professors' Behaviors
Quelle	In: Journal of International Education Research, 7 (2011) 4, S.1-10 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-0979
Schlagwörter	College Students; Student Behavior; Student Attitudes; Foreign Countries; Teacher Behavior; College Faculty; Educational Environment; Comparative Analysis; World Views; Cultural Influences; Social Values; Cultural Traits; Teacher Student Relationship; Power Structure; Student Surveys; Statistical Analysis; Measures (Individuals); China; United States + Suchen Sie Ihr Suchwort? Collegestudent; Student behaviour; Schülerverhalten; Ausland; Teacher behaviour; Lehrerverhalten; Fakultät; Lernumgebung; Pädagogische Umwelt; Schulumwelt; World view; Weltanschauung; Cultural influence; Kultureinfluss; Sozialer Wert; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülerbefragung; Statistische Analyse; Messdaten; USA
Abstract	This empirical study reports on similarities and differences in the perceptions that Chinese and American students hold about classroom behavior of professors. At issue is identifying behaviors deemed as acceptable as opposed to being offensive. Cultural dimensions and educational philosophical worldviews are offered for context. The underlying premise of the research is that professors establish and maintain the classroom tone; certain behaviors are expected by professors to promote a conducive learning environment. Fifty professors' behaviors were scored by 405 college students at one university in China and one in the US. For the most part, Chinese students perceived the offensiveness of professors' behaviors as significantly less egregious than did American students. Competence and respect for the individual are important to Americans while behaviors that demonstrate fulfillment of the role of teachers are important to Chinese students. This article not only explains the differing expectations students bring to the classroom, but some deep cultural foundations on which they are likely to be based. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10