Student Misbehaviors, Instructor Responses, And Connected Classroom Climate: Implications for the Basic Course

The concept of connected classroom climate focuses on student-to-student communication behaviors that are paramount in creating the climate of a class, especially in the basic course. While previous studies have focused on the positive and cooperative behaviors of students and instructors that may contribute to perceptions of classroom connectedness, the role that incivilities may play in detracting from or undermining a connected classroom climate has not been investigated. This study examines perceptions of a connected classroom climate and its relationships to student misbehaviors and instructor responses. A total of 542 university students enrolled in 30 sections of the basic public speaking course completed the Connected Classroom Climate Inventory (CCCI) and scales measuring student misbehaviors and teacher responses to student misbehaviors. Results showed that student perceptions of a connected classroom climate were inversely related to both inconsiderate and harassing student misbehaviors. The results also revealed a possible relationship between classroom connectedness and the manner in which instructors respond to students when they misbehave. These findings suggest that basic course instructors need to consider how to reduce student inconsideration and harassment misbehaviors in their classes, and how to positively respond to these behaviors when they do occur so that classroom connectedness is not diminished

Connected Classroom Climate and Communication in the Basic Course: Associations with Learning

Most research on the association between classroom climate and student learning has emphasized the instructor’s role in creating a positive learning environment. However, the role students play in fostering a classroom climate that promotes learning has received less attention, particularly in the basic course. This study examined the relationship between perceptions of a connected classroom climate and students’ cognitive and affective learning involving 437 freshman and sophomore university students enrolled in the basic public speaking course. Students completed the Connected Classroom Climate Inventory (CCCI) and scales measuring affective and cognitive learning. Results showed significant relationships between student perceptions of connected classroom climate and cognitive learning, affective learning, and affective behavioral intent

Connected Classroom Climate and Communication Apprehension: Correlations and Implications of the Basic Course

Although scholars have recommended increasing relational variables in the classroom such as familiarity, acquaintance level, and collaboration to help students moderate communication apprehension (CA), few, if any, academic studies have investigated the relationship between CA and a supportive climate among students in the college classroom. Self-report data were collected from 523 undergraduate students from a Midwestern university who participated in a large curriculum assessment program using the Connected Classroom Climate Inventory (CCCI) and the PRCA-24. Results showed significant relationships between student perceptions of connected-classroom climate and CA levels throughout the course

Conceptualizing Sexual Harassment as Discursive Practice

This is an interdisciplinary approach to sexual harassment that examines the meaning of concepts such as discourse, power, ideology, sexuality, and abuse. The essays explore discursive practice as a way of understanding sexual harassment, how it is normalized and sustained, how it may be contested and challenged, and how it may be studied. In giving voice to discursive frameworks and encouraging debate among authors with differing ideas, Bingham provides readers with a rich array of viewpoints and readings to consider in their own thinking about sexual harassment, both as a social practice and as a topic of research. Rather than attempting to provide resolution or draw conclusions, this volume challenges scholars to begin the process of re-forming conceptual perspectives for sexual harassment research and activism. Although questioning our understandings of sexual harassment and discursiveness is unsettling and difficult, it is necessary in order to instigate change in both ourselves as social actors and in our research of human behavior.https://digitalcommons.unomaha.edu/commfacbooks/1002/thumbnail.jp

Case Studies in Organizational Communication 2: Perspectives on Contemporary Work Life

Chapter 21, Sexual harassment on the menu by Shereen G. Bingham. An up-to-date collection of new case studies spotlighting the integral role of communication in today\u27s workplace, this volume will succeed its highly acclaimed predecessor as a valued reference and teaching text. Based on first-hand observation, in-depth interviews, and survey research, some of the studies highlight creative and positive uses of different communication practices; others demonstrate how communication can hinder organizational functioning. Bringing complex situations to life, the book explores key questions about how and why people work as they do today in large manufacturing companies and in small businesses, in high-tech industries, government, education, and the human services. Timely topics addressed include new communication technologies; the dynamics of teamwork; cross-cultural communication; sexual harassment; stress and burnout; and more.https://digitalcommons.unomaha.edu/commfacbooks/1000/thumbnail.jp

Case Studies in Organizational Communication 1

Chapter 7, Power and Sex Roles in the Workplace by Shereen G. Bingham. Using a descriptive approach to illuminate the topic, this volume presents accounts of how organizational life is accomplished communicatively in a variety of retail, manufacturing, public service, and newspaper organizations. The cases in this book focus on the ways in which communication creates and maintains organizational realities, with some demonstrating how communication can hinder organizational functioning and others highlighting creative and positive uses of different communication practices. Providing a view of organizational life that reflects the experiences of those who have not only observed, but taken part in its functioning, this volume is unique in the breadth of issues covered, the variety of methodological choices used in gathering data, and the focus itself.https://digitalcommons.unomaha.edu/commfacbooks/1001/thumbnail.jp