An Investigation of Gender Effects on Students’ Preferences for Literary and Non-literary Strokes

A strong, healthy teacher-student connection helps to create an environment conducive to personal and academic progress. Stroke is the point at which a healthy relationship starts to deviate from an unhealthy one in terms of behavior and words. Generally, strokes have been given in a conventional and non-literary manner, but the literary form of strokes has been advocated as a way to open up an opportunity for the creative use of language, as well as the construction of a relationship between language, culture, and literature. The purpose of this quantitative research is to determine students' preferences for literary and non-literary strokes. Gender disparities in preference for literary and non-literary strokes are investigated to account for males' and females' preferences. Despite growing up in the same biological and cultural environment, they may have opposing viewpoints. The convenience sample technique was used to choose 411 students (133 men and 278 females) from a variety of majors and stages of study. The data was collected using a researcher-made questionnaire with literary and non-literary strokes. Results suggested that female students tended to choose non-literary strokes, while male students favored literary strokes. The reason for female students’ preference for non-literary strokes and male students’ preference for literary strokes may be attributed to their personality traits, communication styles and social status. Other contributing aspects include the lack of intimate relationships between teachers and students of the opposite gender as well as differences in literary and non-literary language features.