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dc.contributor.authorCrecelius, Samuel A.
dc.date.accessioned2014-03-12T19:26:27Z
dc.date.accessioned2015-10-01T12:07:05Z
dc.date.available2014-03-12T19:26:27Z
dc.date.available2015-10-01T12:07:05Z
dc.date.issued2014-03-12T19:26:27Z
dc.identifier.urihttp://hdl.handle.net/10484/5449
dc.description.abstractIn spite of desegregation and efforts to provide equitable education for all students, minorities and students living in poverty continue to underperform their peers. Education theorists have attributed this achievement gap to a cultural mismatch between students and their teachers and schools. At the same time, instructional communication research has found that cultural differences may influence student perceptions of teacher communication behaviors and that these behaviors have an effect on learning outcomes. Interestingly, while race has received extensive study in the instructional communication literature, little research has examined the role of socioeconomic status on students’ perceptions of instructor communication behaviors. The current study attempted to bridge this gap by examining the extent to which a student’s family income and first generation college student status affect perceptions of teacher nonverbal immediacy, clarity, and credibility. Data were derived from surveys completed by students enrolled in an entry level communication course and analyzed using multivariate methods. No significant effects were observed; however, a review of effect sizes suggests that family income may influence students’ perceptions of their instructor’s communication behaviors. While nonsignificant, these findings contribute to existing instructional communication research and provide some empirical evidence for the conceptual framework on which the study was based. Further research is recommended to establish a greater understanding of these phenomena.
dc.description.statementofresponsibilityCrecelius, Samuel A.
dc.language.isoen_US
dc.subjectFirst-generation college students--United States.
dc.subjectIncome.
dc.titleThe Effect of Socioeconomic Status on Student Perceptions of Instructional Communication Behaviors
dc.typeThesis
dc.date.graduationmonthAugust
dc.date.published2013
dc.description.committeechairNot Listed
dc.description.committeemembersNot Listed
dc.description.committeemembersMcQueen, Kand
dc.description.degreeMaster of Arts
dc.description.departmentDepartment of Communication
dc.description.imprintCunningham Memorial library, Terre Haute, Indiana State University
dc.description.itemidetdISU-Thesis-Aug-2013
dc.description.levelMasters
dc.description.noteTitle from document page. Document formatted into pages: contains 138p. :ill. Includes bibliography and appendix.
refterms.dateFOA2021-06-02T10:12:29Z


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