Exploring the "Chilly Classroom" Phenomenon as Interactions Between Psychological and Environmental Types

Perceived classroom fit was examined as interactions between learning style and educational climate, as measured by the Myers-Briggs Type Indicator and Salter Environmental Type Assessment. An asymmetrical log-linear analysis of 421 students revealed different patterns of fit. Thinking students of either gender did not indicate a preference for classroom climate. Both feeling men and women reported poorer fit with thinking classrooms. Only feeling women reported better fit in feeling classrooms. Implications for practice are offered.

[1]  S. Cooper,et al.  Mbti Learning Style-Teaching Style Discongruencies , 1991 .

[2]  D. Salter,et al.  Women's Views of the Factors That Encourage and Discourage Classroom Participation , 2003 .

[3]  Benjamin Schneider,et al.  Fits about fit. , 2001 .

[4]  John T. E. Richardson,et al.  Gender Differences in the Experience of Higher Education: quantitative and qualitative approaches , 1991 .

[5]  D. Salter.  A Validity Study of the Salter Environmental Type Assessment , 2002 .

[6]  C. Gilligan.  In a Different Voice. Psychological Theory and Women’s Development. Cambridge, MA (Harvard University Press) 1982. , 1982 .

[7]  A. Padilla,et al.  A Spanish Translation of the Myers-Briggs Type Indicator Form G , 1982 .

[8]  S. Murray.  You just don't understand: Women and men in conversation , 1992 .

[9]  C. Peter Herman,et al.  Applications of the Myers-Briggs Type Indicator in Higher Education. , 1988 .

[10]  Carol A. Speth,et al.  Effects of college students' learning styles and gender on their test preparation strategies , 1990 .

[11]  James R Cook.  Anticipatory Person-Environment Fit as a Predictor of College Student Health and Adjustment. , 1987 .

[12]  Ernest T. Pascarella,et al.  How college affects students : findings and insights from twenty years of research , 1992 .

[13]  K. Craik,et al.  Editor's Introduction , 1977 .

[14]  Barbara Nelson,et al.  Effects of Learning Style Intervention on College Students' Retention and Achievement. , 1993 .

[15]  Blythe McVicker Clinchy,et al.  Women s ways of knowing: The development of self , 1988 .

[16]  Keith W. Prichard,et al.  Handbook of college teaching : theory and applications , 1994 .

[17]  C. D. Miller.  Learning Approaches and Motives: Male and Female Differences and Implications for Learning Assistance Programs. , 1990 .

[18]  Petra Netter,et al.  Prediction CFA as a Search for Types: History and Specifications , 1996 .

[19]  M. Belenky,et al.  Women's ways of knowing : the development of self, voice, and mind , 1988 .

[20]  I. Altman,et al.  Handbook of environmental psychology , 1987 .

[21]  A. Eye.  Configural Frequency Analysis: Methods, Models, and Applications , 2002 .

[22]  Todd L. Drew,et al.  Gender-Based Differences in Perception of Experiences in Higher Education: Gaining a Broader Perspective , 1998 .

[23]  C. G. Jung.  Psychological Types , 2000 .

[24]  C. Strange.  Student Development: The Evolution and Status of an Essential Idea. , 1994 .

[25]  Deanna S. Forney,et al.  Student Development in College: Theory, Research, and Practice. Jossey-Bass Higher and Adult Education Series. , 1998 .

[26]  D. Leslie,et al.  Resolving the Dispute: Teaching is Academe's Core Value , 2002 .

[27]  G. Lawrence.  People types and tiger stripes: A practical guide to learning styles , 1979 .

[28]  J. C. Smart,et al.  Higher Education: Handbook of Theory and Research , 2001, Higher Education: Handbook of Theory and Research.

[29]  Ernest T. Pascarella,et al.  How college affects students , 1991 .

[30]  F Flam,et al.  Still a "Chilly Climate" for Women? , 1991, Science.

[31]  Ric Brown.  The Effects of Congruency between Learning Style and Teaching Style on College Student Achievement. , 1978 .

[32]  Myra Sadker,et al.  Failing at fairness : how America's schools cheat girls , 1995 .

[33]  I. B. Myers.  Manual: A Guide to the Development and Use of the Myers-Briggs Type Indicator , 1985 .

[34]  I. B. Myers.  The myers-briggs type indicator , 1962 .

[35]  Bernice R. Sandler,et al.  The Chilly Classroom Climate: A Guide to Improve the Education of Women. , 1996 .

[36]  D. Sadker.  Gender Equity: Still Knocking at the Classroom Door , 2000 .

[37]  Miriam Lenehan,et al.  Effects of learning-style intervention on college students' achievement, anxiety, anger, and curiosity. , 1994 .

[38]  Linda Serra Hagedorn,et al.  Women's Perceptions of a "Chilly Climate" and Their Cognitive Outcomes during the First Year of College , 1997 .