The influence and effects of gender and status on university instructor affinity-seeking behavior

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Abstract

This study examined the influence of gender and status on perceptions of affinity‐seeking strategies used by university instructors and on perceptions of student learning. Types of affinity‐seeking strategies used by graduate teaching assistants were significantly different than those used by professors. No significant difference was found between affinity‐seeking strategy use based on instructor gender. Positive correlations were found between affinity‐seeking strategies use and 1) student affinity toward instructor, 2) student affective learning, and 3) student self‐perceived cognitive learning.

Original languageEnglish
Pages (from-to)73-80
Number of pages8
JournalSouthern Communication Journal
Volume57
Issue number1
DOIs
StatePublished - Dec 1991

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