Table 1.
Demographics of students who completed the humor survey.
Fig 1.
Student responses to the statement “I appreciate when instructors use humor in college science classrooms”.
Table 2.
Students’ reasons why they appreciate instructor use of humor in college science classrooms.
Fig 2.
A. Student perception of how instructor use of funny, unfunny, and offensive humor affect their attention to course content. B. Student perception of how funny, unfunny, and offensive humor affect instructor relatability. C. Student perception of how funny, unfunny, and offensive humor affect their sense of belonging to the course.
Table 3.
Multinomial regression coefficients for models used to determine whether there are gender differences in the extent to which funny, unfunny, and offensive humor affects student self-reported attention to course content, instructor relatability, and sense of belonging to the class.
Table 4.
The percent of students who, if a science instructor were to tell a joke about a specific subject, might find the joke funny and might find the joke offensive.
Table 5.
Gender differences in what subjects students report they might find funny if an instructor of a college science course were to tell a joke about them.
Table 6.
Gender differences in what subjects students report they might find offensive if an instructor of a college science course were to tell a joke about them.