COMFP3200 Capella University Observing Verbal & Nonverbal Behaviors Summary VERY IMPORTANT, YOU MUST HIGHLIGHT IN YELLOW THE CHANGES YOU MADE TO THE DOCUME

COMFP3200 Capella University Observing Verbal & Nonverbal Behaviors Summary VERY IMPORTANT, YOU MUST HIGHLIGHT IN YELLOW THE CHANGES YOU MADE TO THE DOCUMENT!!!!

General feedback: Please review APA formatting as it is a criteria in each assessment. For example line spacing should be double with no spacing before or after. Review appropriate headers as you have some that are italicized. Also, your paragraphs should be more than 2 sentences. Also make sure to add at least 1/2 paragraph of info to each

Assessment 2:

Be sure to address each bullet point highlighted in the assessment instructions. For example:
How communication theories can impact the workplace and our personal and professional relationships.
Although you mentioned the different theories related to gender and communication, you did not address how these theories impact the workplace and personal/professional relationships.
Elaborate on the influence gender has on communication.

Assessment 4:

In line with the instructors feedback: Second, instructors frequently show differential desires for guys and females e.g., making “spruce up” and “development” focuses and tolerating—notwithstanding encouraging—sex separated use. Third, educators encourage kids’ sex predispositions by stamping sexual orientation as significant by utilizing it to name and sort out understudies. What does this mean? Elaborate on what you mean by these statements.
Describe how colleges and universities either support or disregard gender issues on campus. With this criteria you must first identify what the issues are then describe whether they are supported or disregarded.
Summarize the role of gender in the student-instructor dynamic. I was a bit confused with the discussion of the study hall as the previous paragraph discussed gender roles. Was this literature you reviewed or your personal observation? The instructor requested that you expand on the suggestion that based on the sex of the instructor, students participated in study hall. Running Header: OBSERVING VERBAL AND NONVERBAL BEHAVIORS
Observing Verbal and Nonverbal Behaviors
Bryan Nickerson
Capella University
Leadership Gender & Communication
Sharon Hudson
1
2
OBSERVING VERBAL AND NONVERBAL BEHAVIORS
The personal and social dimensions of gender, communication, and culture
Peoples’ behaviors are characterized by personal attributes and social
groups that are believed to have originated from the characteristics they
manifested in the past. Children show different tendencies when socializing
based on their gender (Mayo & Henley, 2012). Most females prefer choosing
same-sex partners in early life stages and go ahead with this tendency up to the
elementary school. They tend to like direct interaction as opposed to males.
Females commonly make tight relationship bonds and share secrets wh ile the
males boast and threaten others.
Even after growing up, women still hold the tendencies to build strong
bonds with more soft language and long conversations. On the other hand, men
tend to look for friends only in times of need (Patel et al., 2016).
Gendered verbal and nonverbal communication in a public setting
Communication can either be categorized as verbal, that is, through
spoken words, and non -verbal, that is, not in spoken language. Nonverbal
communication is more ambiguous and immediate as compared to verbal
communication. Males and females have differences in their propensity to use
either of the two methods, and their ways of interpreting also differ.
3
OBSERVING VERBAL AND NONVERBAL BEHAVIORS
Comparing and contrasting verbal and nonverbal communication
differences between men and women
Most women tend to employ nonverbal communication more than men.
The reason for this is that women place importance in expressing feelings and
emotions. Men on the other hand would want to only pass a message without
revealing feeling s about it . In interpreting nonverbal signals, women are
considered to do better as compared to men (Sandhu et al., 2009). They are
careful to detail, expression and other clues about the feelings and perception of
a person over the message being passed.
In communication, women tend to maintain good eye contact with the
speaker than men. Additionally, women are likely to uti lize eye contact to
measure the sincerity of the speaker. They also depend on more facial
expressions to transmit their information (Sandhu et al., 2009).
Most men tend to prioritize face -to-face communication as compared to
women who are usually comfortab le with side-by-side chats with their audience.
Generally, women are used to closing bodily proximity as compared to men.
Instead, men view close proximity as being aggressive or confrontational
(Sandhu et al., 2009) .
Most men are likely to associate touc h with sexual intentions (Patel et al.,
2016). Heterosexuals are thus likely to stop touching others when conversing.
4
OBSERVING VERBAL AND NONVERBAL BEHAVIORS
On the other hand, women are less reticent to touch hence use touch as a sign of
sympathy or friendship.
Traditional Expectations for Nonverbal Communication
Traditional expectations for nonverbal communication differ from one
culture to the other. Many traditional expressions are attained through touch.
For instance, a firm handshake is expected to be a greeting among the
Americans (Sandhu et al., 2009) . Other countries such as France take kissing on
cheeks as a common form of greeting. The traditional expectations of verbal
communication remain strong part of communicatio n in many cultures.
Communication differs with the way people touch and use nonverbal
communication.
Gestures are also widely used to mean different things among different
traditions. For example, using the OK sign in the United States symbolizes the
acceptability of something. In Japan, the same symbol is used to refer to money
(Gamble & Gamble, 2014) .
Densely populated countries lack much need for personal space as
compared to the scarcely populated countries. For example, in Japan, accidental
touch is regarded as normal since there is less personal space (Burgoon,
Guerrero & Manusov, 2011) .
In regard to facial expressions, winki ng of an eye is has various meanings
in different traditions. For instance, in Latin, it is considered a s a romantic
5
OBSERVING VERBAL AND NONVERBAL BEHAVIORS
invitation. In Nigeria, winking is used to warn people to stop what they are
doing (Burgoon, Guerrero & Manusov, 2011) .
Patterns of Nonverbal Behavior Between Men and Women
In regard to posture, men tend to be more expansive in taking a lot of
space. For example, they might cross their legs when seated. This shows power
and dominance. In contrast, women tend to be more constricted by taking less
space and holding their legs ti ghtly together. This shows submissiveness
(Burgoon, Guerrero & Manusov, 2011) .
Based on the mode of dressing, women tend to w ear more revealing
clothes to show some body parts. Additionally, the carry purses to keep their
belongings. On the other hand, men use the pockets in their clothes to put their
belongings (Patel et al., 2016). It is believed that women will continue to
exploit their freedom in outfit while men will remain with closed should and
suits for official image. Staring at a person shows dominance while not staring
means submissiveness. Women tend to look at men when they are not aware and
pretend to be looking somewhere else when the man notices.
6
OBSERVING VERBAL AND NONVERBAL BEHAVIORS
Violations of nonver bal expectation
A key characteristic of n onverbal violations theory is that unplanned
behavior initiates a cognitive -affective appraisal of that behavior, which leads
to its balancing as either good or bad. Positive violations yield more appealing
outcomes to communication than conformity to thos e expectations. Similarly,
negative violations yield fewer appealing ones, and that reward features of the
communicator mediate the interpretation (Patel et al., 2016).
7
OBSERVING VERBAL AND NONVERBAL BEHAVIORS
REFERENCES
Burgoon, J. K., Guerrero, L. K., & Manusov, V. (2011). Nonverbal signals. The SAGE handbook
of interpersonal communication, 239-280.
Gamble, T. K., & Gamble, M. W. (2014). The gender communication connection. Routledge.
Mayo, C., & Henley, N. M. (Eds.). (2012). Gender and nonverbal behavior. Springer Science &
Business Media.
Patel, P., Licorish, S., Savarimuthu, B. T. R., & MacDonell, S. (2016). studying Expectation
Violations in socio-technical systems: A case study of the Mobile App community.
Sandhu, H., Adams, A., Singleton, L., Clark-Carter, D., & Kidd, J. (2009). The impact of gender
dyads on doctor-patient communication: a systematic review. Patient education and
counselling, 76(3), 348-355.
Running Header: OBSERVING VERBAL AND NONVERBAL BEHAVIORS
Observing Verbal and Nonverbal Behaviors
Bryan Nickerson
Capella University
Leadership Gender & Communication
Sharon Hudson
1
2
OBSERVING VERBAL AND NONVERBAL BEHAVIORS
The personal and social dimensions of gender, communication, and culture
Peoples’ behaviors are characterized by personal attributes and social
groups that are believed to have originated from the characteristics they
manifested in the past. Children show different tendencies when socializing
based on their gender (Mayo & Henley, 2012). Most females prefer choosing
same-sex partners in early life stages and go ahead with this tendency up to the
elementary school. They tend to like direct interaction as opposed to males.
Females commonly make tight relationship bonds and share secrets wh ile the
males boast and threaten others.
Even after growing up, women still hold the tendencies to build strong
bonds with more soft language and long conversations. On the other hand, men
tend to look for friends only in times of need (Patel et al., 2016).
Gendered verbal and nonverbal communication in a public setting
Communication can either be categorized as verbal, that is, through
spoken words, and non -verbal, that is, not in spoken language. Nonverbal
communication is more ambiguous and immediate as compared to verbal
communication. Males and females have differences in their propensity to use
either of the two methods, and their ways of interpreting also differ.
3
OBSERVING VERBAL AND NONVERBAL BEHAVIORS
Comparing and contrasting verbal and nonverbal communication
differences between men and women
Most women tend to employ nonverbal communication more than men.
The reason for this is that women place importance in expressing feelings and
emotions. Men on the other hand would want to only pass a message without
revealing feeling s about it . In interpreting nonverbal signals, women are
considered to do better as compared to men (Sandhu et al., 2009). They are
careful to detail, expression and other clues about the feelings and perception of
a person over the message being passed.
In communication, women tend to maintain good eye contact with the
speaker than men. Additionally, women are likely to uti lize eye contact to
measure the sincerity of the speaker. They also depend on more facial
expressions to transmit their information (Sandhu et al., 2009).
Most men tend to prioritize face -to-face communication as compared to
women who are usually comfortab le with side-by-side chats with their audience.
Generally, women are used to closing bodily proximity as compared to men.
Instead, men view close proximity as being aggressive or confrontational
(Sandhu et al., 2009) .
Most men are likely to associate touc h with sexual intentions (Patel et al.,
2016). Heterosexuals are thus likely to stop touching others when conversing.
4
OBSERVING VERBAL AND NONVERBAL BEHAVIORS
On the other hand, women are less reticent to touch hence use touch as a sign of
sympathy or friendship.
Traditional Expectations for Nonverbal Communication
Traditional expectations for nonverbal communication differ from one
culture to the other. Many traditional expressions are attained through touch.
For instance, a firm handshake is expected to be a greeting among the
Americans (Sandhu et al., 2009) . Other countries such as France take kissing on
cheeks as a common form of greeting. The traditional expectations of verbal
communication remain strong part of communicatio n in many cultures.
Communication differs with the way people touch and use nonverbal
communication.
Gestures are also widely used to mean different things among different
traditions. For example, using the OK sign in the United States symbolizes the
acceptability of something. In Japan, the same symbol is used to refer to money
(Gamble & Gamble, 2014) .
Densely populated countries lack much need for personal space as
compared to the scarcely populated countries. For example, in Japan, accidental
touch is regarded as normal since there is less personal space (Burgoon,
Guerrero & Manusov, 2011) .
In regard to facial expressions, winki ng of an eye is has various meanings
in different traditions. For instance, in Latin, it is considered a s a romantic
5
OBSERVING VERBAL AND NONVERBAL BEHAVIORS
invitation. In Nigeria, winking is used to warn people to stop what they are
doing (Burgoon, Guerrero & Manusov, 2011) .
Patterns of Nonverbal Behavior Between Men and Women
In regard to posture, men tend to be more expansive in taking a lot of
space. For example, they might cross their legs when seated. This shows power
and dominance. In contrast, women tend to be more constricted by taking less
space and holding their legs ti ghtly together. This shows submissiveness
(Burgoon, Guerrero & Manusov, 2011) .
Based on the mode of dressing, women tend to w ear more revealing
clothes to show some body parts. Additionally, the carry purses to keep their
belongings. On the other hand, men use the pockets in their clothes to put their
belongings (Patel et al., 2016). It is believed that women will continue to
exploit their freedom in outfit while men will remain with closed should and
suits for official image. Staring at a person shows dominance while not staring
means submissiveness. Women tend to look at men when they are not aware and
pretend to be looking somewhere else when the man notices.
6
OBSERVING VERBAL AND NONVERBAL BEHAVIORS
Violations of nonver bal expectation
A key characteristic of n onverbal violations theory is that unplanned
behavior initiates a cognitive -affective appraisal of that behavior, which leads
to its balancing as either good or bad. Positive violations yield more appealing
outcomes to communication than conformity to thos e expectations. Similarly,
negative violations yield fewer appealing ones, and that reward features of the
communicator mediate the interpretation (Patel et al., 2016).
7
OBSERVING VERBAL AND NONVERBAL BEHAVIORS
REFERENCES
Burgoon, J. K., Guerrero, L. K., & Manusov, V. (2011). Nonverbal signals. The SAGE handbook
of interpersonal communication, 239-280.
Gamble, T. K., & Gamble, M. W. (2014). The gender communication connection. Routledge.
Mayo, C., & Henley, N. M. (Eds.). (2012). Gender and nonverbal behavior. Springer Science &
Business Media.
Patel, P., Licorish, S., Savarimuthu, B. T. R., & MacDonell, S. (2016). studying Expectation
Violations in socio-technical systems: A case study of the Mobile App community.
Sandhu, H., Adams, A., Singleton, L., Clark-Carter, D., & Kidd, J. (2009). The impact of gender
dyads on doctor-patient communication: a systematic review. Patient education and
counselling, 76(3), 348-355.
Running Header: GENDERED EDUCATION IN THE UNITED STATES
Gendered Education in the United States
Leadership Gender & Communication
Bryan Nickerson
Sharon Hudson
Capella University
GENDERED EDUCATION IN THE UNITED STATES
2
Issues related to gender and communication
Men and women communicate differently from one another, though some differences
might be too minor to be considered. Sometimes, their perception of messages also differs which
may cause misunderstandings or sometimes disputes.
Women expect communication to be interdependent. They sometimes put emphasis on
comparing themselves with others and try to come up with decisions favorable to everyone. On
the other hand, men do not expect communication to be based on interdependence and hence
make decisions based on their personal needs (Oleksy et al., 2012).
Men tend to be specialists in tasks accomplishment and like addressing issues about facts
while women tend to be specialists in relationships and rapport talk which expresses their
feelings such as nurturing, talking, emotions, support and empathy (Delamont, 2012).
How K–12 schools can intentionally or unintentionally enforce gender roles
K-12 is an American expression which expresses the total number of years one is
involved in primary and secondary schools learning (Delamont, 2012). The K-12 schools
reinforce gender roles in different ways as follows:
The K-12 system directly affects and influences development in children through
ensuring that a large portion of their childhood is spent in classrooms. The schools also play a
role in shaping the visions of children, regulating social classes, financial opportunities, and
production of governing elites (Oleksy et al., 2012). The roles that children are given in the
school train them as to who they are and their gender roles. The toys they play with encourage
them how to look at people and back at themselves.
GENDERED EDUCATION IN THE UNITED STATES
3
Females have a notion that young kids get streamlined into stereotypical gender roles
which depict that roles of gender become apparent to children at that tender age (Delamont,
2012). Educators’ sex generalizations and partialities shape their classroom conduct in at any rate
three different ways. To begin with, instructors frequently model sexual orientation stereotypic
conduct. Female educators, for instance, regularly display “math-phobic” behaviors. Second,
instructors frequently show differential desires for guys and females e.g., making “spruce up”
and “development” focuses and tolerating—notwithstanding encouraging—sex separated use.
Third, educators encourage kids’ sex predispositions by stamping sexual orientation as
significant by utilizing it to name and sort out understudies. In one examination, educators were
approached to utilize sexual orientation to mark kids and to compose classroom exercises by, for
instance, welcoming kids with “Great morning, young men and young ladies” and requesting that
kids line up by sex. Different educators overlooked understudies’ sexual orientation. Youthful
youngsters whose instructors named and utilized sex demonstrated larger amounts of sex
stereotyping than their peers. Preschool educators’ naming and utilization of sexual orientation
expands their students’ sex stereotyping and evasion of cross-sex mates.
How colleges and universities either support or disregard gender issues on campus
They have disregarded the gender issues. They have coordinated discussions on sexual
orientation into each part of grounds culture. They have executed sexual orientation refinement
instruction for personnel and staff and creating required preparing to address sex-based savagery
have likewise helped Stony Brook pervade discussions on sex all through grounds.
One of the major steps in achieving gender equality in campuses is integrating gender
conversations in every aspect of the campus culture (Ibarra, Carter & Silva, 2010). Incorporating
GENDERED EDUCATION IN THE UNITED STATES
4
gender awareness education into the curriculum has assisted in permeating conversations on
gender all through campus life. They also have to consider adding facilities in their hostels to
support various gender identities. The university can also increase study of gender in various
disciplines to promote the discussion.
Colleges and universities tried to reach students early even before admitting them. They
have also coordinated efforts to help equalize the playing fields for both genders. Implementing
the above changes have been faced by numerous challenges which include competing issues and
lack of resources, which have hindered these institutions from properly dealing with gender
issues (Ibarra, Carter & Silva, 2010).
Effective leadership strategies that promote effective communication between men and
women
Recognizing gender bias
A leader requires a deliberate and focused approach in order to communicate about
diversity. Some leaders avoid candid talks about bias fearing that acknowledging it will make it
real, though the sure way to evolve beyond bias is to identify it (Ibarra, Carter & Silva, 2010).
Develop frankness between male managers and female employees.
It creates a harsh criticism environment when some managers give wrong reviews to their
female employees. However, radical frankness helps in driving away issues that may arise in the
workplaces which might develop fear, stress and lack of self-control (Sadker & Zittleman, 2009).
Enhance autonomy and confidence
GENDERED EDUCATION IN THE UNITED STATES
5
Women experience the ill effects of oppressive supervision. As a leader, help your female
subordinate develop in certainty by supplanting micromanaging with a remuneration structure
and dynamic communication (Volden, Wiseman & Wittmer, 2013). Your subordinates will thus
endeavor without being compelled, and they will comprehend their errors as opposed to feeling
embarrassed about them.
Base your leadership on personalities
An enabling leader is one who thinks about individual characters, qualities, shortcomings,
work styles and foundations (Sadker & Zittleman, 2009). Character-based management develops
social trust in the work environment since it incites strengthening and independence. Great
leaders fundamentally influence their subordinates’ cooperation in the work environment.
Role of gender in the student-instructor dynamic
Gender has been found out to be one of the precursors for teaching commitment (Oleksy
et al., 2012). For example, duty and inspi…
Purchase answer to see full
attachment