We Don't Need The Same Things! Recognizing Differential Expectations of Instructor Communication Behavior for Nontraditional and Traditional Students

Houser, Marian L.

doi:10.1080/07377366.2004.10400271

Cited by 5 publications

(4 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Neither group is getting enough instructional clarity and each desire more. Lending support to these results for the nontraditional students, Houser (2004a) reported nontraditional students desire instructors who are organized, offer structure in the syllabus as well as class routine, and stay on task. Unfortunately, this study also reported they frequently experience unclear class goals and learning expectations with their classroom instructions.…”

Section: Discussionsupporting

confidence: 58%

“…Therefore, it was, perhaps, not surprising to discover affinity-seeking expectations positively violated for the nontraditional students. Perhaps affinity seeking simply does not address their desire for respect and equality (Houser, 2004a(Houser, , 2004bKasworm, 2003). It will be important in future research, to understand the implications of this positive violation.…”

Section: Discussionmentioning

confidence: 96%

“…Would teachers who engage in verbal and nonverbal immediacy, affinity seeking, and clarity meet the instructor communication expectations of nontraditional students? Houser (2004a) investigated nontraditional student expectations of instructor communication behavior and discovered few desires exemplifying verbal immediacy and clarity and none reflecting a need for nonverbal immediacy or affinity seeking. In focus groups, nontraditional students primarily expressed a desire for instructors to recognize them as students who take ownership of their own learning, respect their knowledge and experiences, and treat them as adults.…”

Section: Traditional Vs Nontraditionalmentioning

confidence: 99%

See 2 more Smart Citations

Are We Violating Their Expectations? Instructor Communication Expectations of Traditional and Nontraditional Students

Houser

2005

Communication Quarterly

Self Cite

View full text Add to dashboard Cite

For years, researchers have been telling teachers how to communicate with students. Advising them to be immediate, clear and engage in affinity-seeking behaviors has been based on traditional undergraduate student responses. Adult education scholars recognize age and experience create unique expectations for instructors and the learning environment. Utilizing Expectancy Violations Theory, an investigation of traditional and nontraditional students' prescriptive expectations and experiences with instructor nonverbal immediacy, verbal immediacy, affinity seeking, and clarity behaviors reveals that differences exist and expectations are violated. Nontraditional students' expectations for affinity seeking were positively violated, traditional students' expectations for verbal immediacy were negatively violated, and expectations for instructor clarity behaviors were negatively violated for both groups.

show abstract

Section: Discussionsupporting

confidence: 58%

Section: Discussionmentioning

confidence: 96%

Section: Traditional Vs Nontraditionalmentioning

confidence: 99%

See 1 more Smart Citation

Are We Violating Their Expectations? Instructor Communication Expectations of Traditional and Nontraditional Students

Houser

2005

Communication Quarterly

Self Cite

View full text Add to dashboard Cite

show abstract

“…At the beginning of each focus group the first author posed the following question: ‘What is the first thing that comes to mind when somebody tells you they are on PrEP?’ and asked participants to jot down their responses. This strategy was used, as in other studies (Houser 2004), to avoid ‘groupthink’. This ensured all participants were ‘on the record’ about their attitudes towards PrEP and PrEP users before they were influenced by other participants.…”

Section: Methodsmentioning

confidence: 99%

‘WTF is PrEP?’: attitudes towards pre-exposure prophylaxis among men who have sex with men and transgender women in New York City

Thomann

Grosso

Zapata

et al. 2017

Culture, Health & Sexuality

View full text Add to dashboard Cite

In the USA, gay and other men who have sex with men and transgender women are disproportionately affected by HIV. Uptake of pre-exposure prophylaxis (PrEP), anti-retroviral therapy to prevent HIV-negative individuals from seroconverting if exposed to HIV, by members of this population remains low, particularly among African-Americans. We conducted two focus groups to assess responses to an online social media campaign focusing on PrEP use in New York City. We designed, produced and disseminated the campaign to address knowledge of PrEP; its physical and psychological side effects; and psychosocial barriers related to PrEP adherence and sex shaming. Focus group participants demonstrated a relatively high knowledge of PrEP, although considerable concern remained about side effects, particularly among Black participants. Participants suggested that stigma against PrEP users was declining as PrEP use became more common, but stigma remained, particularly for those not using condoms. Many focus group participants reported distrust of medical providers and were critical of the commodification of HIV prevention by the pharmaceutical industry. Participants reported that those in romantic relationships confronted unique issues regarding PrEP, namely suspicions of infidelity. Finally, Black participants spoke of the need for more tailored and sensitive representations of Black gay men in future programmes and interventions.

show abstract

Expectancy Violations of Instructor Communication as Predictors of Motivation and Learning: A Comparison of Traditional and Nontraditional Students

Houser¹

2006

Communication Quarterly

View full text Add to dashboard Cite

We Don't Need The Same Things! Recognizing Differential Expectations of Instructor Communication Behavior for Nontraditional and Traditional Students

Cited by 5 publications

References 36 publications

Are We Violating Their Expectations? Instructor Communication Expectations of Traditional and Nontraditional Students

Are We Violating Their Expectations? Instructor Communication Expectations of Traditional and Nontraditional Students

‘WTF is PrEP?’: attitudes towards pre-exposure prophylaxis among men who have sex with men and transgender women in New York City

Expectancy Violations of Instructor Communication as Predictors of Motivation and Learning: A Comparison of Traditional and Nontraditional Students

Contact Info

Product

Resources

About