DOCSLIB.ORG

A Global Outlook to the Interruption of Education Due to COVID-19 Pandemic: Navigating in a Time of Uncertainty and Crisis

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
A Global Outlook to the Interruption of Education Due to COVID-19 Pandemic: Navigating in a Time of Uncertainty and Crisis Asian Journal of Distance Education, 2020, pp. 1-126. A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis. Bozkurt, Aras. Cita: Bozkurt, Aras (2020). A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education,, 1-126. Dirección estable: https://www.aacademica.org/ignacio.aranciaga/87 Esta obra está bajo una licencia de Creative Commons. Para ver una copia de esta licencia, visite https://creativecommons.org/licenses/by-nc-nd/4.0/deed.es. Acta Académica es un proyecto académico sin fines de lucro enmarcado en la iniciativa de acceso abierto. Acta Académica fue creado para facilitar a investigadores de todo el mundo el compartir su producción académica. Para crear un perfil gratuitamente o acceder a otros trabajos visite: https://www.aacademica.org. Asian Journal of Distance Education Volume 15, Issue 1, 2020 A global outlook to the interruption of education due to COVID-19 Pandemic: Navigating in a time of uncertainty and crisis Aras Bozkurt, Insung Jung, Junhong Xiao, Viviane Vladimirschi, Robert Schuwer, Gennady Egorov, Sarah R. Lambert, Maha Al-Freih, Judith Pete, Don Olcott, Jr., Virginia Rodes, Ignacio Aranciaga, Maha Bali, Abel V. Alvarez, Jr., Jennifer Roberts, Angelica Pazurek, Juliana Elisa Raffaghelli, Nikos Panagiotou, Perrine de Coëtlogon, Sadik Shahadu, Mark Brown, Tutaleni I. Asino, Josephine Tumwesige, Tzinti Ramírez Reyes, Emma Barrios Ipenza, Ebba Ossiannilsson, Kamel Belhamel, Valerie Irvine, Ramesh C. Sharma, Taskeen Adam, Ben Janssen, Tatiana Sklyarova, Nicoleta Olcott, Alejandra Ambrosino, Chrysoula Lazou, Bertrand Mocquet, Mattias Mano, Michael Paskevicius Abstract: Uncertain times require prompt reflexes to survive and this study is a collaborative reflex to better understand uncertainty and navigate through it. The Coronavirus (Covid-19) pandemic hit hard and interrupted many dimensions of our lives, particularly education. As a response to interruption of education due to the Covid-19 pandemic, this study is a collaborative reaction that narrates the overall view, reflections from the K12 and higher educational landscape, lessons learned and suggestions from a total of 31 countries across the world with a representation of 62.7% of the whole world population. In addition to the value of each case by country, the synthesis of this research suggests that the current practices can be defined as emergency remote education and this practice is different from planned practices such as distance education, online learning or other derivations. Above all, this study points out how social injustice, inequity and the digital divide have been exacerbated during the pandemic and need unique and targeted measures if they are to be addressed. While there are support communities and mechanisms, parents are overburdened between regular daily/professional duties and emerging educational roles, and all parties are experiencing trauma, psychological pressure and anxiety to various degrees, which necessitates a pedagogy of care, affection and empathy. In terms of educational processes, the interruption of education signifies the importance of openness in education and highlights issues that should be taken into consideration such as using alternative assessment and evaluation methods as well as concerns about surveillance, ethics, and data privacy resulting from nearly exclusive dependency on online solutions. Keywords: emergency remote education, distance education, online learning, Coronavirus Pandemic, Covid-19. Introduction Following the first-time identification of Coronavirus (Covid-19) in December 2019, the World Health Organization (WHO) declared that Covid-19 is a global pandemic in March 2020, and warned about its highly contagious nature (WHO, 2020). As a precaution to slow down its spread, countries all around the world followed strict protocols such as complete or partial lockdowns, social distancing regulations, and curfews. To reduce the chances of humans infecting each other with Covid-19, places where humans interact closely were shut down, including educational institutions. Accordingly, as an outcome of the measures taken worldwide, more than 1.5 billion enrolled students of all ages from all around the globe experienced interruption of education which equals nearly 90% of the global student population (UNESCO, 2020a; 2020b; UNICEF, 2020). Though the interruption of education has occurred previously in many local instances (e.g., in cases of war, civil unrest, famine or strikes) it is “being experienced more acutely and affectively by educators, students and parents” at a global scale for the first time (Williamson, Eynon, & Potter, 2020, p. 107). Consequently, to ensure the continuity of education, emergency remote education was put in practice in varying delivery modes. 1 Published by EdTechReview (ETR), New Delhi, India ISSN 1347-9008 http://www.asianjde.org This is an open access article under the CC BY-SA license Asian Journal of Distance Education: 2020, Volume 15, Issue 1, 1-126 Bozkurt et al. Emergency Remote Education In such a critical time, there has been a drastic change in how teaching and learning happen while learners are physically out of schools and separated from their teachers and co-learners. The educational practices during the Covid-19 pandemic are denoted with different terms in different countries (e.g., distance education, e-learning, online education, homeschooling, etc.). However, these terms do not quite capture what is being practiced during the interruption of education, which can better be described as emergency remote education (ERE). Considering that the terms used in different countries are derivations of distance education, as a generic term, the remarkable difference between emergency remote education and distance education is that the latter is an option while the former is an obligation. Such an understanding is crucial because misconceptions in definitions would lead us to misconceptions in practices. Distance education, for instance, is a planned activity and its implementation is grounded in theoretical and practical knowledge which is specific to the field and its nature. On the other hand, emergency remote education is about surviving in a time of crisis with all resources available, including offline and/or online. To better conceptualize emergency remote education and to distinguish it from distance education, there is a need to briefly revisit the field of distance education. Distance education is defined as “any educational process in which all or most of the teaching is conducted by someone removed in space and/or time from the learner, with the effect that all or most of the communication between teachers and learners is through an artificial medium, either electronic or print” (UNESCO, 2002, p. 22). Nevertheless, it ‘is not simply a geographical separation of learners and teachers, but, more importantly, is a pedagogical concept’ (Moore, 1997, p. 22). In contrast, the crash nature of emergency remote education inevitably results in its weakness in theoretical underpinning and is far from being a pedagogical concept in its own right. The field of distance education has already proved its validity and value (Xiao, 2018) and earlier research indicated that there is no difference between distance education and face to face education (Russell, 1999). Against widely known assumptions, distance education does not specifically refer to online education, but a wide range of technologies used throughout its generations (Bozkurt, 2019a; Jung, 2019; Moore & Kearsley, 2012). The pragmatic nature of distance education allows the field to use working solutions for learners and defends the view that the field should provide educational opportunities for those who are “vulnerable to unequal developments” (Bozkurt, 2019b, p. 510). While this is the case for the field of distance education, the World Bank (2020a) highlights that during the emergency remote education “failure is common, and success is often a result of experience and learning from past failures” (p. 1). The World Bank (2020b) further points out that: “education systems must confront issues of inequity front and center. They must also prepare multi-modal responses, capitalizing on existing infrastructure and utilizing a combination of different learning mediums to ensure students are engaged and learning. [emergency remote education] can ensure that students continue learning through a variety of avenues. While digital technologies can offer a wide set of capabilities for remote learning, most education systems in low- and middle-income countries, including schools, children and/or teachers, lack access to high-speed broadband or digital devices needed to fully deploy online learning options. As such, education systems need to consider alternative ways for students to continue learning when they are not in school, like in the current Covid-19 crisis” (p. 1). In this regard, it can be argued that, during the Covid-19 pandemic, with similarities and differences (Bozkurt, & Sharma, 2020; Hodges et al., 2020; Huang et al., 2020; Tzifopoulos, 2020), it was emergency remote education that was applied and it can be further argued that emergency remote education is a branch of distance education as in the case of online learning, e-learning, m-learning, or homeschooling. The following sub-sections briefly describe major themes that have arisen
Load more

Recommended publications
  • A Discourse Analysis of Interruption, Moderator
    A DISCOURSE ANALYSIS OF INTERRUPTION, MODERATOR ROLE, AND ADDRESS TERMS IN ARAB AND AMERICAN PANEL NEWS INTERVIEWS BY YOUSEF IBRAHIM AL-ROJAIE Bachelor of Arts King Saud University Riyadh, Saudi Arabia 1995 Master of Arts Colorado State University Fort Collins, Colorado 2001 Submitted to the Faculty of the Graduate College of the Oklahoma State University In partial fulfillment of the requirements for the Degree of DOCTOR OF PHILOSOPHY December, 2003 A DISCOURSE ANALYSIS OF INTERRUPTION, MODERATOR ROLE, AND ADDRESS TERMS IN ARABIC AND AMERICAN PANEL NEWS INTERVIEWS ~ - . ~ ;:Graduate College 11 ACKNOWLEDGEMENTS The accomplishment of this dissertation could not have been possible without many people's support and help. I would like to express my sincere thanks and gratitude to all the people who have played significant roles during my Ph.D. studies. First, I am deeply grateful to Dr. Carol Lynn Moder, my mentor and major advisor, not only for her guidance and support of this research, but also for introducing me to discourse analysis upon which much this study b\has been based. Her professional example is a constant source of inspiration. I am also extremely grateful to my wonderful dissertation committee, Dr. Gene Halleck, Dr. Ravi Sheorey, and Dr. Kouider Mokhtari, who all have provided assistance and friendship throughout researching and writing of this work. I would like to take this opportunity to thank my friends for their support, encouragement, and help. Special thanks go to Dr. AbdulAziz al-Ahmad for his enormous efforts with my scholarship. I am also appreciative to other relatives, my father and mother-in law, and my friends, Khalid Abalalkhail and Mansour al-Gefari for their modal support.
    [Show full text]
  • “Pretty Little Liars” TV Series: a Case of Same-Sex Teenage Interactions
    International Journal of English Linguistics; Vol. 9, No. 2; 2019 ISSN 1923-869X E-ISSN 1923-8703 Published by Canadian Center of Science and Education Sex- and Age-Based Approach to the Study of Interruption in “The Kings of Summer” Movie and “Pretty Little Liars” TV Series: A Case of Same-Sex Teenage Interactions Eman Riyadh Adeeb1 & Amthal Mohammed Abbas2 1 College of Education for Human Sciences, University of Diyala, Diyala, Iraq 2 College of Basic Education, University of Diyala, Diyala, Iraq Correespondence: Eman Riyadh Adeeb, College of Education for Human Sciences, University of Diyala, Diyala, Iraq. E-mail: [email protected] Received: January 2, 2019 Accepted: January 30, 2019 Online Published: February 24, 2019 doi:10.5539/ijel.v9n2p229 URL: https://doi.org/10.5539/ijel.v9n2p229 Abstract The study is an attempt to investigate sex and age as crucial factors in the world of interruption. These two factors are investigated theoretically and then practically in two works, “The Kings of Summer” movie and “Pretty Little Liars” TV series. The two works are selected in terms of their compatibility with the core of the study; the characters are teenagers and of the same sex. The study adopts an adapted model to analyze interruption performed by teenagers with special focus on same-sex conversations. The two works’ videos were watched and listened to and then their scripts were precisely examined for more reliable results and judgments. The findings demonstrate that teenagers are characterized by their frequent and numerous interruption. Teenage male speakers are more pleased and relaxed to speak and practice interruption with peers (teenage male speakers).
    [Show full text]
  • Turning Interruptions Into Engagement? a Daily Approach to the Study of Interruptions on the Employee Engagement of Knowledge Workers
    TURNING INTERRUPTIONS INTO ENGAGEMENT? A DAILY APPROACH TO THE STUDY OF INTERRUPTIONS ON THE EMPLOYEE ENGAGEMENT OF KNOWLEDGE WORKERS Shelby Wise A Dissertation Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY August 2019 Committee: Margaret Brooks, Advisor Dena Eber Graduate Faculty Representative Clare Barrett Eric Dubow © 2019 Shelby Wise All Rights Reserved iii ABSTRACT Margaret Brooks, Advisor Workplace interruptions are a job demand that are becoming a reality of work, primarily because of advances in technology and increased connectivity. This is particularly true for knowledge workers who are constantly connected, largely autonomous, and often flexible to work anywhere, anytime. This is concerning as research shows that interruptions negatively influence employee’s satisfaction, performance, and well-being (e.g. Bailey & Konstan, 2006; Eyrolle & Cellier, 2000; Trafton, Altmann, Brock, & Mintz, 2003). However, through the evolution of the Job-Demands Resource Model, it was found that job demands may not be all bad. Demands that are perceived as challenging rather than hindering, motivate employees thus influencing performance and well-being outcomes like employee engagement. The present study examined whether task-based interruptions that have inherently motivating qualities positively affect employee engagement. Additionally, I assessed whether the context (frequency, length, and unexpectedness) of task-based interruptions negatively influence engagement. Results of this study suggested that neither the frequency with which one is interrupted nor the length of time it takes to resolve a task-based interruption influenced engagement. However, the extent to which a task-based interruption was unexpected did negatively relate to engagement in that those that were more unexpected were more detrimental to this construct.
    [Show full text]
  • A Conversation Analysis of Interruption in High School Musical Movie Series
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Lumbung Pustaka UNY (UNY Repository) A CONVERSATION ANALYSIS OF INTERRUPTION IN HIGH SCHOOL MUSICAL MOVIE SERIES A THESIS Presented as Partial Fulfilment of the Requirements for the Attainment of a Sarjana Sastra Degree in English Language and Literature By Ana Shofia Amalia 10211141037 ENGLISH LANGUAGE AND LITERATURE STUDY PROGRAM ENGLISH EDUCATION DEPARTMENT FACULTY OF LANGUAGES AND ARTS YOGYAKARTA STATE UNIVERSITY 2016 MOTTOS “…And whoever fears Allah and keeps his duty to Him, He will make a way for him to get out (from every difficulty).” -Q.S. At-Talaq (65): 2- An arrow can only be shot by pulling it backward. So when life is dragging you back with difficulties, it means that it’s going to launch you into something great. So just focus, and keep aiming! -Anonymous- If you can’t fly then run, if you can’t run then walk, if you can’t walk then crawl, but whatever you do, you have to keep moving forward. -Martin Luther King Jr.- Miracle is another name for hard work -Kang Tae Joon, To the Beautiful You- Success is not the key to happiness. But happiness is the key to success. If you love what you are doing, you will be successful. -Albert Schweitzer- v DEDICATIONS This thesis is specially dedicated to: My Beloved Parents and My Dearest Brother vi TABLE OF CONTENTS TITLE...................................................................................................................... i APPROVAL SHEET ............................................................................................
    [Show full text]
  • Gender and Racial Bias in Us Supreme Court Confirmation Hearings
    GENDER AND RACIAL BIAS IN U.S. SUPREME COURT CONFIRMATION HEARINGS* Christina L. Boyd Associate Professor Political Science Department University of Georgia [email protected] Paul M. Collins, Jr. Professor and Director of Legal Studies Political Science Department University of Massachusetts Amherst [email protected] Lori A. Ringhand J. Alton Hosch Professor of Law School of Law University of Georgia [email protected] The potential presence of gender and race bias during the Supreme Court confirmation hearings is important. One way such bias might be demonstrated is through the interruption patterns in the exchanges that take place between nominees and senators when nominees testify before the Senate Judiciary Committee. By making such interruptions, senators attempt to exert conversational control and exercise dominance. If this pattern manifests at the hearings in a gender- and racial-biased way, it would affect both the experience and the perception of female and minority nominees. We provide a preliminary examination of the interruption patterns present for U.S. Supreme Court nominees during their confirmation hearings before the Senate Judiciary Committee. To do so, we draw on data from confirmation hearings from 1939-2010. Our descriptive data reveal that female and racial minority nominees receive a higher percentage of interruptions than do white, male nominees, and that this pattern is magnified when the nominees do not share the partisan affiliation of the questioning senator. We also briefly examine the gender of the senators doing the interrupting. While this analysis is limited by the low numbers of female senators who have sat on the Senate Judiciary Committee, it provides interesting initial insights into how the senators behave differently both based on the gender of the nominee and their own gender.
    [Show full text]
  • To Remain Focused on the Implications of Everything That He Discusses for Colonialism in General and British Colonialism in Particular
    456 | LYDIA MURDOCH to remain focused on the implications of everything that he discusses for colonialism in general and British colonialism in particular. Although each colonial situation is unique, certain elements of imperialism and re- sistance to it have general import. Hence, Gallant frequently cites other colonial experiences by way of comparison or contrast. This kind of social history, based on primary sources that reveal signiªcant truths about the activities of the peasantry and other working- class people, informed by historical and anthropological perspectives, and focusing on the colonial context, is typical of the current trend in hybrid scholarship. Experiencing Dominion represents one of the ªnest ex- amples of this innovative approach to historical subject matter. At the outset, Gallant states that “the central aim of this book is to undertake an engagement with debates on hegemony, power and identity in contem- porary historical and anthropological literature” (x), and he delivers what he promises. Gallant does not merely pay lip service to anthropol- ogy; he seriously incorporates relevant perspectives from the discipline in his analyses of the data. Peter S. Allen Rhode Island College Lord Salisbury’s World: Conservative Environments in Late-Victorian Britain. By Michael Bentley (New York, Cambridge University Press, 2001) 334 pp. $45.00 Robert Arthur Talbot, third Marquis of Salisbury (1830–1903), Britain’s three-term prime minister and leader of the Conservative party from the mid-1880s until just before his death, can no longer be dismissed as a “second-rate politician,” as he once was during the interwar period (317). Bentley’s book joins two other recent works, Andrew Roberts’ Salisbury: Victorian Titan (London, 1999) and David Steele’s Lord Salis- bury: A Political Biography (London, 1999), in reassessing the Conserva- tive leader’s signiªcance.
    [Show full text]
  • Interruption and Involvement in Discourse: Can Intercultural Interlocutors Be Trained?
    Journal oflntercultural Communication Research Vol. 34, No. 4, December 2005, pp 233-254 Interruption and Involvement in Discourse: Can Intercultural Interlocutors be Trained? Han Z. Li, Young-ok Yum, Robin Yates, Laura Aguilera, Ying Mao, &Yue Zheng The main purpose of this research was to examine whether a short training session for the listener, on various ways of requesting the current speaker, to clarify a piece of previously elicited information, would increase the frequency of interruption in intercultural communication. Forty Chinese-Canadian dyads participated in the study which was carried out in Canada. Half of the dyads were randomly assigned to the experimental group and half to the control group. Males and females were evenly distributed in both experimental and control groups. Prior to their conversations, participants in the experimental group received a short training, whereas the control group did not receive any training. Major findings include: 1) in comparison with the untrained dyads, the trained dyads exhibited higher frequencies of successful interruptions, documenting the positive impact of training on intercultural face-to-face communication. The higher frequencies of unsuccessful interruptions displayed by the untrained dyads indicate a lack of congruity to the extent that they sometimes cannot successfully insert an interruption. 2) Chinese participants engaged in more cooperative interruptions than Canadians who displayed more intrusive interruptions, lending support for a major theory in Cross-Cultural psychology: Individualism-Collectivism. 3) The Canadians rated the Chinese as less relaxed than Chinese rated the Canadians, indicating that the second-language speakers have higher anxiety levels than native speakers in intercultural interactions, providing support for previous research and raising challenges for intercultural training.
    [Show full text]
  • Cooperative and Intrusive Interruptions in Inter- and Intracultural Dyadic Discourse
    JOURNAL OF LANGUAGE AND SOCIAL PSYCHOLOGY / September 2001 Li / INTERRUPTION IN INTERCULTURAL CONVERSATIONS COOPERATIVE AND INTRUSIVE INTERRUPTIONS IN INTER- AND INTRACULTURAL DYADIC DISCOURSE HAN Z. LI University of Northern British Columbia This study examined whether culture plays a role in the use of interruption in simulated doctor-patient conversations. Participants were 40 Canadians and 40 Chinese who formed 40 dyads in four experimental conditions: Canadian speaker-Canadian listener, Chinese speaker-Chinese listener, Chinese speaker-Canadian listener, and Canadian speaker-Chinese listener.All conversations were videotaped and microanalyzed. The data generated four findings: (a) In the Chinese speaker-Chinese listener interactions, coopera- tive interruptions occurred more frequently than intrusive interruptions; (b) when Cana- dians served as doctors, the doctors performed significantly more intrusive interruptions than cooperative ones; (c) the two intercultural groups engaged in more unsuccessful interruptions than the two intracultural groups; and (d) in the intercultural conditions, the occurrences of intrusive interruptions were greater than cooperative interruptions. This phenomenon provides unequivocal support for communication accommodation the- ory. The findings point to a hypothesis that conversational interruption may be a pan- cultural phenomenon, whereas interruption styles may be culture specific. “I am afraid I am interrupting you.” “It does not follow that interruptions are unwelcome.” —Jane Austen E. T.Hall’s (1959) saying that “culture is communication” and “com- munication is culture” (p. 169) crystallizes the intricate relationship between culture and communication. People communicate according to their cultures’ dictation (Crago & Eriks-Brophy, 1992; Gumperz, 1982; Hymes, 1974). In some cultures, the self-other relationship is construed as more interdependent or collectivistic, whereas in other AUTHOR’S NOTE: The author would like to thank Janet B.
    [Show full text]
  • The Federalist Society and Movement Conservatism: How a Fractious Coalition on the Right Is Changing Constitutional Law and the Way We Talk and Think About It
    THE FEDERALIST SOCIETY AND MOVEMENT CONSERVATISM: HOW A FRACTIOUS COALITION ON THE RIGHT IS CHANGING CONSTITUTIONAL LAW AND THE WAY WE TALK AND THINK ABOUT IT Jonathan Riehl A dissertation submitted to the faculty of the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the department of Communication Studies. Chapel Hill 2007 Approved by: Advisor: J. Robert Cox Reader: V. William Balthrop Reader: Carole Blair Reader: Sally Greene Reader: Lawrence Grossberg Reader: John Harrison ABSTRACT JONATHAN RIEHL: The Federalist Society and Movement Conservatism: How a Fractious Coalition on the Right Is Changing Constitutional Law And the Way We Talk and Think About It (Under the direction of J. Robert Cox) This study is the first in-depth examination of the Federalist Society, the nation’s preeminent organization of conservative and libertarian lawyers. Founded by a few enterprising young college friends in the early days of the Reagan administration, its participants now number 40,000 lawyers, policymakers, judges, and law students. The Society functions as a forum for debate, intellectual exchange, and engagement between the factions on the right as well as their liberal opponents—hence my use of rhetorical theory. I explore how Federalists have promoted conservative legal theories of interpretation, such as originalism and textualism, and also how have also fueled the broader project of the American right to unmake the liberal consensus on a wide range of legal and social issues from Affirmative Action and race to foreign policy. By serving as a forum for the generation and incubation of conservative legal thought, the Federalist Society has provided an invaluable intellectual proving ground; and with chapters now active at all accredited law schools in the country, the Society is widening its reach and providing a home for aspiring conservative lawyers, whether they seek to go into private practice, public service, or the judiciary.
    [Show full text]
  • Cross-Cultural Analysis of Turn-Taking Practices in English and Spanish Conversations
    Vernacular: New Connections in Language, Literature, & Culture Volume 3 Article 5 2018 Cross-Cultural Analysis of Turn-Taking Practices in English and Spanish Conversations Claudia B. Martínez University of Alabama Follow this and additional works at: https://trace.tennessee.edu/vernacular Part of the Language Interpretation and Translation Commons, Latin American Languages and Societies Commons, and the Spanish Linguistics Commons Recommended Citation Martínez, Claudia B. (2018) "Cross-Cultural Analysis of Turn-Taking Practices in English and Spanish Conversations," Vernacular: New Connections in Language, Literature, & Culture: Vol. 3 , Article 5. Available at: https://trace.tennessee.edu/vernacular/vol3/iss1/5 This Article is brought to you for free and open access by Volunteer, Open Access, Library Journals (VOL Journals), published in partnership with The University of Tennessee (UT) University Libraries. This article has been accepted for inclusion in Vernacular: New Connections in Language, Literature, & Culture by an authorized editor. For more information, please visit https://trace.tennessee.edu/vernacular. 1 Cross-Cultural Analysis of Turn-Taking Practices in English and Spanish Conversations Introduction This study analyzes methods of turn-taking in verbal communication, a linguistic phenomenon that has been reported by anthropological literature to differ across languages (Stivers et al. 10587). It compares four conversations among native speakers of American English and native speakers of Spanish from Honduras, Mexico, Panama, and Venezuela. The study focuses on their culturally specific turn-taking strategies. In particular, the conversations are screened for distinct instances of overlapping—that is, when two or more people are talking at the same time (Cecil 16) — each of which is categorized as either cooperative and supportive or intrusive and disruptive.
    [Show full text]
  • Gender and Group Dynamics
    Trying to Be Heard: Gender and Group Dynamics Jiaxing Shen1, Oren Lederman2, Jiannong Cao1, Shaojie Tang3, and Alex (Sandy) Pentland2 1 The Hong Kong Polytechnic University fcsjshen,[email protected] 2 Massachusetts Institute of Technology forenled,[email protected] 3 The University of Texas at Dallas [email protected] Abstract. We use nonlinguistic audio analysis to investigate differences in speaking style of men and women in study groups discussions. Our results show that women took shorter turns than men and that women interrupted men more than men interrupted women. We found no sig- nificant differences in other turn taking characteristics. Keywords: Gender · Group dynamics · Wearable sensors · Nonlinguistic audio analysis. 1 Introduction Group gender composition plays an essential role in social interaction and group dynamics [15, 7], making it one of the foundations of research on gender inequal- ity [1] and gender difference [18]. Many sociology studies have reported explicit relationships between gender and conversational behaviors, including turn-taking behaviors and interruption patterns [8, 19, 2, 5]. For example, studies found that women take shorter speaking turns [9], and that men are more likely to inter- rupt women than the opposite [17]. Onnela et al. showed that women were more talkative in natural collaborative context, but found no difference in gender in team project context [6]. In this study, we investigate differences in gender speaking styles using non- linguistic audio collected using Rhythm Badges [3, 4] from study groups meetings in an executive MBA program. In part, this study was motivated by concerns raised by women students who generally had the impression that they did not get to speak as much as men.
    [Show full text]
  • Justice, Interrupted: the Effect of Gender, Ideology, and Seniority at Supreme Court Oral Arguments+
    COPYRIGHT © 2017 VIRGINIA LAW REVIEW ASSOCIATION JUSTICE, INTERRUPTED: THE EFFECT OF GENDER, IDEOLOGY, AND SENIORITY AT SUPREME COURT ORAL ARGUMENTS+ Tonja Jacobi* and Dylan Schweers† Oral arguments at the U.S. Supreme Court are important—they affect case outcomes and constitute the only opportunity for outsiders to directly witness the behavior of the Justices of the highest court. This Article studies how the Justices compete to have influence at oral argument, by examining the extent to which the Justices interrupt each other; it also scrutinizes how advocates interrupt the Justices, contrary to the rules of the Court. We find that judicial interactions at oral argument are highly gendered, with women being interrupted at disproportionate rates by their male colleagues, as well as by male advocates. Oral argument interruptions are highly ideological, not only because ideological foes interrupt each other far more than ideological allies do, but also because, as we show, conservatives interrupt liberals more frequently than vice versa. Seniority also has some influence on oral arguments, but primarily through the female Justices learning over time how to behave more like male Justices, avoiding traditionally female linguistic framing in order to reduce the extent to which they are dominated by the men. We use two separate databases to examine how robust these findings are: a publicly available database of Roberts Court oral arguments, and another that we created, providing in-depth analysis of the 1990, 2002, and 2015 Terms. This latter data allows us to see whether the same patterns held when there were one, two, and three female Justices on the Court, respectively.
    [Show full text]