THE EFFECTS OF TEACHER SEX EQUITY AND EFFECTIVENESS TRAINING ON CLASSROOM INTERACTION AT THE UNIVERSITY LEVEL (EXCELLENCE, INVOLVEMENT, SALIENT, SILENT STUDENTS)

This Static-Group Comparison Study provides a data-based analysis for determining if the independent variable, training of college professors in sex equitable and effective interaction skills, significantly changes the nature of teacher-student interaction in the experimental classrooms as compared to a matched control group. Total sample size was 46 professors and classrooms at an urban university. Twenty-three experimental professors participated in a 2 1/2-day training workshop which focused on (1) the elimination of sex-biased teacher-student interactions in the classroom; and (2) the distribution, precision, and quality of teacher responses to students' verbal behavior. Each classroom was observed three times resulting in 138 (45-minute) observations. The INTERSECT Observation Instrument was used by five trained observers to code classroom interactions for each observation. Significant differences between the experimental and control groups were found in the frequency of teacher-student interaction. Training increased interaction by 38%, reduced the percentage of salient students who monopolize interaction, and also reduced the percentage of silent or non-participating students. More students participated more equitably in the classrooms of the trained group. Training increased the range and precision of professor reactions to student responses. Over half of the control professors' reactions were in the acceptance category (a non-evaluative, diffuse response such as "uh huh" or "OK"). They used acceptance more often than praise, remediation, and criticism combined. Trained professors used more praise, remediation, and criticism, which give more precise and helpful feedback to students. In investigating gender bias at the postsecondary level, this study revealed significant bias in favor of male students in the control group, while the experimental group approached equity. In summary, the provision of training to college professors in sex equitable and effective interaction skills contributes to the overall goal of excellence in higher education. This training increased classroom interaction, including students' participation, as well as the range and precision of professor reactions to all students. It reduced gender bias in the quantity and quality of interactions.