This research briefly reviews the literature on student silence and argues the importance of its effects in the public affairs classroom. Using focus groups and an interpretive methodology, it investigates the narratives that top-performing students offer to account for their lack of participation in the classroom. Using an interpretive interactionist method, the research thematically addresses student comments and quotes to show that students make many and varied meanings of their own silences. Considering the disproportionate number of silent female students and the gendered meanings evident in male and female student remarks, the author argues that the gender dynamics of public affairs discussions warrant reflection and attention. The author suggests that teachers deeply consider issues of gender equity, peer behavior, and course design if they are interested in transforming patterns of silent exit, assumed loyalty, and unequal opportunity for voice.
A previous version of this manuscript was presented at the Annual Meeting of the American Political Science Association, Boston, Massachusetts, September 1998.
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