The authors acknowledge the comments of Eric Heggestad as well as two anonymous reviewers on earlier drafts of this article. Interested parties may contact Steven Elias to obtain a copy of the modified Interpersonal Power Inventory and the photos used in this study.
The Effect of Instructor Gender and Race/Ethnicity on Gaining Compliance in the Classroom1
Article first published online: 31 JUL 2006
Journal of Applied Social Psychology
Volume 34, Issue 5, pages 937–958, May 2004
How to Cite
Elias, S. M. and Loomis, R. J. (2004), The Effect of Instructor Gender and Race/Ethnicity on Gaining Compliance in the Classroom. Journal of Applied Social Psychology, 34: 937–958. doi: 10.1111/j.1559-1816.2004.tb02578.x
- Issue published online: 31 JUL 2006
- Article first published online: 31 JUL 2006
How instructors' gender and race impacts their ability to gain compliance in the classroom when utilizing various bases of social power was investigated using a 2 × 2 × 3 between-subjects design. Male and female participants (n = 297) completed the Interpersonal Power Inventory while viewing a photo depicting an instructor. The instructors depicted were male or female of varying ethnicities (Caucasian, African American, and Latino). Results indicated that instructor gender and race influenced student compliance rates when soft (subtle and noncoercive) bases of power were utilized. With regard to individual power bases, student gender, instructor gender, instructor race, and the Instructor Gender × Instructor Race interaction were found to impact compliance rates. Implications for classroom instructors, as well as other powerholders, are discussed.