{'fraction_non_alphanumeric': 0.017258883248730966, 'fraction_numerical': 0.0, 'mean_word_length': 5.662162162162162, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
How do astrophysicists organize a party? Their wives planet: Gender differences in student perceptions of instructor humor in college science courses

Instructor's use of humor in college classrooms is generally viewed positively by students and has been correlated with positive student learning, motivation, perceptions of instructor immediacy, and classroom environment. However, the majority of studies on instructor humor used in college classrooms have explored student perception of funny humor and not of unfunny or offensive humor. Female students, who are more likely to report feeling unwelcome in college science courses, may be particularly affected by instructor use of unfunny or offensive humor. However, few studies have explored how male and female students perceive instructor humor and more specifically, whether male and female students perceive different subjects as offensive. Further, no humor study has been conducted in the context of college science courses.