Year: 2004
Type: article
Study design: Observational Study
Abstract: This study summarizes undergraduate business students’ reports of respectful and disrespectful instructor behaviors. Consistent with the theory of interactional justice, respectful behavior was exemplified by recognition of students’ perspectives and by the treatment of students, including showing concern and sensitivity to students’ situations. Disrespectful instructor behavior was noted in terms of poor treatment of students and unwillingness to provide class-related help. Male students commented on being recognized, on instructor responsiveness to their concerns, and on classroom integrity issues more often than their female counterparts. Female students were more sensitive to treatment issues and affirmative instructor behaviors. Implications are discussed.
Author: E. Holly Buttner
Institution: University of North Carolina at Greensboro
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W2102415173