The primary purpose of this qualitative study was to describe the perceptions, experiences and classroom interactions of undergraduate students (women in particular) in an Information Technology program at a Midwest Carnegie research institution. A secondary purpose was to address the teacher-to-student and student-to-student classroom interactions concerning whole class work (i.e. lecture, class discussion) and small group work during lab and project work during class.

Three core courses were observed over the course of three consecutive semesters. Participants consisted of three experienced Information Technology instructors (two women and one man) and their undergraduate students of sophomore, junior and senior standing. Using audio and videotaped observations, researchers coded interactions using Flanders Interaction Analysis Categories and Polman’s Verbal Exchange Patterns. Firsthand observation was also used to develop a delineation of macrogenres as well as gather data which was later categorized into case dynamics matrices through which themes emerged. Formal interviews were conducted with female participants along with informal interviews of male participants and the three instructors. Two case studies were developed from the data collected and analyzed.

The analysis of data revealed that all instructors integrated their students ideas into class discussions and used praise frequently, and, that most interaction was instructor initiated. Only one instructor led discussions through the use of a questioning tactic that employed sound instructional practices such as wait time and proximity. Also all instructors relied heavily on the I-R-E(F) triadic dialogue. When Student Questioning was used by the instructors, it rarely was completed with the check-up step. Action negotiation occurred more so in the lab segment of the course than during lecture or class discussion. Case study results evidenced a high amount of student disengagement from the learning process in the form of silence, acting busy and standing in the background while others performed the programming tasks. The IT class culture highly prized the expert individual over collaborative work. Group work was typified by poor/no planning and little discussion time. Class discourse was dominated by masculine communication patterns, chip flexing and truncated sentences. Women students relied upon a “make do” attitude in dealing with a male dominated culture.