Real Men Don't Ask for Directions: Male Student Attitudes toward Peer Tutoring

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

This study examined affective influences on male student attitudes toward peer tutoring. Results indicate that gender-specific sociolinguistic characteristics as well as cultural pressures impacted male students' willingness to seek academic assistance. Both male developmental mathematics tutors and male developmental mathematics students admitted to actions or nonactions based on stereotypically gender-driven cultural expectations. In addition, decisions about whether to participate in peer tutoring were affected by beliefs about men and mathematics as much as, if not more than, by a genuine level of ability and preparedness.

Original languageEnglish (US)
Pages (from-to)61-75
Number of pages15
JournalJournal of College Reading and Learning
Volume34
Issue number1
DOIs
StatePublished - Jan 1 2003

Fingerprint

Mathematics
mathematics
Students
student
gender
sociolinguistics
tutor
Aptitude
assistance
ability
Pressure
Direction compound

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology
  • Linguistics and Language

Cite this

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Real Men Don't Ask for Directions : Male Student Attitudes toward Peer Tutoring. / Wright, Robin Redmon.

In: Journal of College Reading and Learning, Vol. 34, No. 1, 01.01.2003, p. 61-75.

Research output: Contribution to journalArticle

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