Does Gender Influence the Offering of Extra Credit In the Classroom?
Abstract: The purpose of the present study was to examine gender differences in a pedagogical that reflects the care vs. justice orientation: providing students with the opportunity to earn extra credit. In addition, the study explored two potential moderating variables: years of teaching experience and cultural orientation (individualism vs. collectivism). Faculty teaching at Texas A&M University were asked to respond to an online survey that questioned whether they provided opportunities for extra credit and how likely they would be to offer extra credit in various situations. Chi square analysis indicated that 80% of women gave students extra credit opportunities while only 41% of men did so. Correlational analysis indicated that teachers with more experience were less likely to give extra credit and that teachers with an individualist cultural orientation were less likely to give extra credit.
Amanda Yuraitis*, Joseph Villanueva, and Jorge Caballero jr.
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