Syllabus Tone but not Faculty Gender Influences Student Perceptions of Faculty Competence,the Classroom Environment,and Belongingness

Abstract

Background

Syllabus tone and faculty gender can affect student perceptions, but belongingness has not been investigated. Differences in perceptions of first-generation and continuing-generation college students are also unknown.

Objective

We replicated prior studies manipulating syllabus tone and instructor gender on student perceptions of the professor and course engagement. We added measures of belonging and discrimination and compared responses in first-generation and continuing-generation students.

Method

Participants were randomly assigned to read one of four hypothetical syllabi that varied by tone and faculty gender. They completed measures of professor perceptions, engagement, sense of belonging, and anticipated discrimination.

Results

Participants who read the learner-centered syllabus had more positive perceptions of all constructs. There were minimal effects of faculty gender. Continuing-generation but not first-generation students expected discriminatory behavior from the professor with the teacher-centered syllabus and the female professor.

Conclusion

Learner-centered syllabi produced positive perceptions of faculty, increased course engagement, and a sense of belonging. Faculty gender did not affect these constructs, but there were differences based on generational status.

Teaching implications

The course syllabus is a powerful tool for beneficial outcomes that extend beyond the classroom.