Abstract

The researchers explored whether divergent claims about chilly classroom climates are based largely on data collection methods. Survey data from female undergraduates suggested chilly climates were rare while focus group data indicated chilly climates were not uncommon. The authors highlight how conceptual frameworks can influence claims about gender and classroom climate.

pdf

Additional Information

ISSN
1538-4640
Print ISSN
0022-1546
Pages
pp. 684-711
Launched on MUSE
2006-06-06
Open Access
No
Archive Status
Archived
Back To Top

This website uses cookies to ensure you get the best experience on our website. Without cookies your experience may not be seamless.