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- Title
- MISCONCEPTIONS ABOUT SILENCE AND PASSIVITY: HOW AMERICAN STUDENTS PERCEIVE ASIAN INTERNATIONAL STUDENTS' USE OF PASSIVITY WITHIN THE CLASSROOM.
- Creator
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Nuru, Audra, Weger, Harry, University of Central Florida
- Abstract / Description
-
Asian international students (AIS) are becoming increasingly more populous in American universities each year. While AIS are enrolled in the same required classes as American students, it has been observed that frequent interaction between AIS and American students is rather uncommon. Due to obvious social hesitation between the two groups of students during classroom discussion, the study presented was initiated in order to unveil possible reasons for this social integration dilemma. Social...
Show moreAsian international students (AIS) are becoming increasingly more populous in American universities each year. While AIS are enrolled in the same required classes as American students, it has been observed that frequent interaction between AIS and American students is rather uncommon. Due to obvious social hesitation between the two groups of students during classroom discussion, the study presented was initiated in order to unveil possible reasons for this social integration dilemma. Social Attractiveness, Perceived Homophily and Attributional Confidence scales were selected in order to determine possible factors contributing to this dilemma. In order to pursue explanations for the dormant socialization between the two groups of students during class, a survey was administered to a convenience sampling of 426 undergraduate students enrolled in upper-level courses at the University of Central Florida. Results indicated that passive classroom behavior was perceived as less socially desirable by American students. In fact, participants determined that students reflecting passive classroom behavior were less socially attractive, less similar, and less predictable than students that demonstrated active classroom behavior. Ethnicity factors did not play a key role in determining social appeal. These findings provide evidence that the social integration dilemma facing AIS and American students has much more to do with perceived social behavior and cultural differences regarding classroom behavior than with racial prejudice or ethnicity factors.
Show less - Date Issued
- 2008
- Identifier
- CFE0002415, ucf:47733
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002415
- Title
- Beauty and the Beast: The Attractiveness Bias in an Online Peer Mentoring Program.
- Creator
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Garcia, Carollaine, Jentsch, Kimberly, Jentsch, Florian, Fritzsche, Barbara, Burke, Shawn, University of Central Florida
- Abstract / Description
-
The bias against attractiveness is fairly implicit and furthermore, powerfully impacts people's subsequent impressions of and behaviors toward others (Cash, Gillen, (&) Burns, 1977; Dion et al., 1972). Pallet, Link and Lee (2010) examined the effect of various facial spatial configurations on attractiveness and found that raters rated faces as most attractive when the eye-to-mouth ratio approximated 36% of the face length (the "golden ratio"), which coincides with the measurements of an...
Show moreThe bias against attractiveness is fairly implicit and furthermore, powerfully impacts people's subsequent impressions of and behaviors toward others (Cash, Gillen, (&) Burns, 1977; Dion et al., 1972). Pallet, Link and Lee (2010) examined the effect of various facial spatial configurations on attractiveness and found that raters rated faces as most attractive when the eye-to-mouth ratio approximated 36% of the face length (the "golden ratio"), which coincides with the measurements of an average and thus more attractive face. The present study examined the extent to which the distance of these objectively measured facial features affected mentors' perceptions of their prot(&)#233;g(&)#233;s, the subsequent mentoring given to them, and the prot(&)#233;g(&)#233;s' own behavior (e.g. seek feedback, request specific information).The gender composition of the mentor-prot(&)#233;g(&)#233; dyad was expected to moderate these relationships. I also examined whether, given the expected effects of facial measurements, withholding access to visual cues would affect mentor perceptions and behavior. Participants were 118 mentor/prot(&)#233;g(&)#233; dyads from a large Southeastern university who volunteered to participate in a formal online peer mentoring program. After seeing their prot(&)#233;g(&)#233;s' profiles (and for those in the experimental condition, a picture), mentors chatted with their prot(&)#233;g(&)#233;s once a week for 30 minutes for a total of 4 weeks. Results indicated that prot(&)#233;g(&)#233;s with facial features moderately distant from the golden ratio were perceived as more similar by mentors in same-gender dyads and received greater mentoring than did prot(&)#233;g(&)#233;s closest and farthest from the golden ratio. In opposite-gender dyads, however, mentors reported greater similarity toward those that were farthest from the golden ratio but provided the greatest mentoring to those closest to the golden ratio. The relationship between facial measurements and prot(&)#233;g(&)#233; proactivity was moderated by whether or not their mentor had access to their picture. While prot(&)#233;g(&)#233;s closest to the ratio were more proactive in the picture condition, those that were farthest from it were more proactive in the non-picture condition. Proactivity was as expected associated with greater levels of mentoring, which was ultimately related to a more fulfilled and beneficial relationship for prot(&)#233;g(&)#233;s (i.e. less stress, greater self-efficacy and satisfaction). The results of this study indicate that facial measurements are associated with both differences in mentor and in prot(&)#233;g(&)#233; behavior and that the specific nature of these relationships differs as a function of gender composition. Implications for practice and theory will be discussed.
Show less - Date Issued
- 2012
- Identifier
- CFE0004504, ucf:49275
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004504
