Indicators of oppressive instruction: Verbal and non-verbal signals used by educators

This study examined the use of oppressive verbal and non-verbal signals by tertiary educators and the significance of gender, length of experience, educational degree, and academic rank to their perceived use of oppressive verbal and non-verbal signals. Likewise, students’ perception of tertiary educators’ use of oppressive verbal and non-verbal signals and the significance of sex are reported. Anonymous questionnaires reflecting characteristic indicators of oppressive verbal and non-verbal signals were completed by both tertiary educators and students. Results reveal that number of years in service and academic rank had significant relationships with oppressive non-verbal signals used by tertiary educators while students’ sex had significant differences in their perception of oppressive verbal and non-verbal signals used by tertiary educators. Implications for possible effects on students and effective teaching are presented.