A Genderlect View of Communication Patterns of Male and Female Students in a Higher Education Institution

Abstract

The goal of this study is to describe the communication patterns relevant to the teaching-learning process among students in higher education following the Genderlect Styles Theory by Deborah Tannen, who emphasized that there are gender differences in the ways males and females communicate. A descriptive research design was followed utilizing a questionnaire checklist distributed to 100 university students. It revealed that both male and female university students observe varied communication patterns inside the classroom with respect to “public and private speaking,” “telling a story,” “listening,” “asking questions,” and “resolving conflicts.” Despite the similarities, specific differences in the communication styles of the university students vary, as revealed by the rejection of the null hypothesis. Thus, the following communication patterns were observed: female students seek connection, male students seek status; female students use rapport talk, male students use report talk; and both sexes may speak the same language, but they mean different things. These results implied that it is relevant among educators in higher education to be conscious of their students’ various communication styles as observed from their communication patterns.