Date of Award
College of Liberal Arts
Type of Degree
Christopher W. LeGrow
Leonard J. Deutsch
The present study examined the effects of the use of humor and/or profanity on students’ perception of a male or female Psychology instructor. Groups of subjects (N=389; 203=females, 186=males) in a classroom viewed a taped lecture and then completed a questionnaire assessing the instructor and lecture. Each subject viewed one of eight video-taped lecture conditions: (1) non-humorous, non-profane male, (2) non-humorous, profane male, (3) humorous, non-profane male, (4) humorous, profane male, (5) non-humorous, profane female, (6) non-humorous, profane female, (7) humorous, non-profane female or (8) humorous, profane female. It was found that the combination of humor and profanity was seen as more effective when used by a male instructor. It was least effective for a female to use profanity in the absence of humor. This research is a step in understanding the consequences of profanity in the classroom.
Teacher effectiveness – Humor.
Blankenship, Jo Lynn, "The perceived effectiveness of teachers when humor and profanity are present in lectures" (1996). Theses, Dissertations and Capstones. 1562.
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