Interpersonal distancing between undergraduate college students and their instructors

The intent of the present research was to study variables associated with the dimension of nonverbal communication called proxemics and especially interpersonal distance. This dimension has been studied frequently outside the classroom but has been for the most part ignored as an area of research within the classroom. Yet, such information is greatly needed. Because of the nature of courses taught and teaching methods used, instructors are frequently working individually with students at very close range. Instructors are not always aware of the effect this proximity produces in the student. If instructors are to maintain an effective instructional climate, they must recognize student spatial boundaries. Since close physical proximity may produce defensive behaviors and defensive behaviors may be disruptive to learning, instructors must be aware of the combination(s) of variables which produce(s) the need for increased interpersonal distance in instructor-student interactions. The investigation herein is concerned with Duke and Nowicki's concept of interpersonal distance: An infinite series of oscillating rings represented in all planes (thus forming a globe). These rings are not necessarily circular but may be ovoid or elliptical. . . .These rings expand and contract, distances increase or decrease, as functions of . . . numerous systematically manipulable, predictable, and measurable factors. (Duke & Nowicki, 1972, p. 120) Factors which have been found to relate to the construct proxemics include race, sex, status, and affiliation. The possibility exists that these may be operating variables in the college classroom. The six hypotheses studied were: 1. Students will maintain less distance from their instructors in interactive classes than in lecture classes. 2. Students will maintain less distance from female instructors than from male instructors. 3. Students will maintain less distance from black instructors than from white instructors. 4a. White students will maintain less distance from instructors than will black students; and 4b. Male students will maintain less distance from instructors than will female students. 5. Students will maintain less distance from instructors of the same race than from instructors of a different race: (a) white students will permit white instructors closer than black instructors, and (b) black students will permit black instructors closer than white instructors. 6. Students will maintain less distance from instructors of the opposite sex: (a) male students will permit female instructors closer than male instructors, and (b) female students will permit male instructors closer than female instructors. A demographic questionnaire and the modified Comfortable Interpersonal Distance scale were administered to subjects a class at a time; all subjects received the stimuli in the same order. Next, scores for interpersonal distance between undergraduate college students and instructors were obtained by measuring, in millimeters, the distance indicated by the subjects on the CID; i. e. , the distance between the point where the student was "sitting" and the mark made by the student on the scale. The data from the CID were analyzed by performing an analysis of variance with repeated measures on three variables; when an interaction was found to be significant, Tukey's Honestly Significant Difference Test was done to investigate specific hypotheses. Summary of the Findings Hypotheses accepted were the following: Hypothesis 1. Students will maintain less distance from, their instructors in interactive classes than in lecture classes. Hypothesis 2. Students will maintain less distance from female instructors than from male instructors. Hypothesis 3. Students vzill maintain less distance from black instructors than from white instructors. Hypothesis 4. (a) White students will maintain less distance from instructors than will black students. Hypothesis 5. (b) Black students will permit black instructors closer than white instructors. Hypothesis 6, (a) Male students will permit female instructors closer than male instructors. Hypotheses not supported were the following: Hypothesis 4. (b) Male students will maintain less distance from instructors than will female students. Hypothesis 5, (a) White students will permit white instructors closer than black instructors. Hypothesis 6. (b) Female students will permit male instructors closer than female instructors. The interactions not hypothesized but found to be significant were the following: --race of student by sex of instructor; --race of instructor by sex of instructor; --race of student by sex of student by sex of instructor; --race of student by sex of student by mode of instruction; --race of student by race of instructor by sex of instructor; and --race of student by sex of student by race of instructor by sex of instructor.