TO NOD OR NOT TO NOD: AN OBSERVATIONAL STUDY OF NONVERBAL COMMUNICATION AND STATUS IN FEMALE AND MALE COLLEGE STUDENTS

Gender studies show that women and men communicate using different styles, but may use either gender style if there are situational status differences. Considering the universal gesture of head nodding as a submissive form of expression, this study investigated head nodding by observing female and male college students in positions of subordinate and equal status. We observed head nodding ( N = 452) in classroom interactions between professor–student and student–student dyads. Overall, women nodded more than men and students nodded more to professors speaking than peers speaking. In addition, female and male students nodded equally to professors speaking, but men nodded less to peers speaking than did women. Thus, both men and women attended to the status and not the gender of the speaker. Future research using varying contexts should further examine the effects of dominance, context, and gender.     

Individual Participation in Organizational Information Commons

This research extended earlier public goods research on individual incentives to use an organizational information commons that was based in Marwell and Oliver's (1993) collective action model. A revised theoretical model that incorporated team‐level social influence and technology‐specific competence was proposed. The model was tested using online survey data from 150 individuals in 13 work groups across 5 organizations. The research demonstrated that perceived team member behavior and technology‐specific competence were positively related to individual use of intranets, over and above the collective level influences modeled in earlier research. These findings supported a more “socialized” model of individuals' motivations to participate in organizational information sharing via collective repositories and suggested that management could boost levels of intranet usage through group level social influence and technology‐specific training.