Women's ways of talking in teacher-directed and student-directed peer response groups

Abstract

This research investigated the gender-related patterns of respondents' talk in four teacher-directed and four student-directed peer response groups in two college writing classrooms. Group sessions were audiotaped, then analyzed qualitatively to determine patterns of talk within and across groups. Results showed that while both males and females talk in a variety of ways, female respondents in both types of groups tend to ask more questions and make more suggestions (16.9%). Results also indicated that female respondents more often use gender-typical language. Most significantly, results revealed that while females and males in teacher-directed groups participate almost equally, females in student-directed groups do not, making 17.0% fewer comments and taking 25.1% fewer turns. These results suggest that teachers need to ensure female respondents' equality of opportunity and, to a lesser degree, help male respondents to learn questioning and suggesting strategies.