Gender Differences in Student Participation in an Active-Learning Classroom.
Gender Differences in Student Participation in an Active-Learning Classroom.
复制标题
DOI：
10.1187/cbe.19-03-0048
复制
发表时间：
2020-06
期刊：
影响因子：
--
通讯作者：
Ballen CJ
中科院分区：
文献类型：
--
作者：
Aguillon SM;Siegmund GF;Petipas RH;Drake AG;Cotner S;Ballen CJ
压倒性的证据证明了主动学习教学法的好处，导致了教学方式的转变，要求学生在课堂上进行更多互动。迄今为止，很少有研究评估参与主动学习的科学、技术、工程和数学 (STEM) 课程是否存在性别差异，也很少有研究关注不同类型的课堂参与。在两个学期的时间里，我们在一所大型研究密集型大学观察了生物学入门课程，并将学生的参与分为七个不同的类别，以确定参与方面的性别差距。此外，我们还收集了学生的成绩并进行了一项课后调查，以衡量学生的科学自我效能感和性别认同的显着性。我们发现，根据大多数参与类别的班级构成，男性的参与程度超出了预期。特别是，在两个学期的小组讨论后，男性在自愿回答中的比例明显过高。参加该课程的女性报告称，科学自我效能感较低，性别认同更为突出。我们的研究结果表明，主动学习本身并不是 STEM 公平的灵丹妙药。相反，为了最大限度地发挥主动学习教学法的好处，教师应共同努力使用包容性并鼓励所有学生公平参与的教学策略。
Overwhelming evidence demonstrating the benefits of active-learning pedagogy has led to a shift in teaching that requires students to interact more in the classroom. To date, few studies have assessed whether there are gender-specific differences in participation in active-learning science, technology, engineering, and mathematics (STEM) courses, and fewer have looked across different types of classroom participation. Over two semesters, we observed an introductory biology course at a large research-intensive university and categorized student participation into seven distinct categories to identify gender gaps in participation. Additionally, we collected student grades and administered a postcourse survey that gauged student scientific self-efficacy and salience of gender identity. We found that men participated more than expected based on the class composition in most participation categories. In particular, men were strongly overrepresented in voluntary responses after small-group discussions across both semesters. Women in the course reported lower scientific self-efficacy and greater salience of gender identity. Our results suggest that active learning in itself is not a panacea for STEM equity; rather, to maximize the benefits of active-learning pedagogy, instructors should make a concerted effort to use teaching strategies that are inclusive and encourage equitable participation by all students.
登录
查看更多内容
影响因子：
3.7
作者：
Carter, Alecia J.;Croft, Alyssa;Sandstrom, Gillian M.
通讯作者：
Sandstrom, Gillian M.
影响因子：
3.7
作者：
Eddy, Sarah L.;Brownell, Sara E.;Wenderoth, Mary Pat
通讯作者：
Wenderoth, Mary Pat
影响因子：
9.8
作者：
Casper, Anne M.;Eddy, Sarah L.;Freeman, Scott
通讯作者：
Freeman, Scott
DOI：
10.1073/pnas.1422822112
发表时间：
2015-04-21
影响因子：
11.1
作者：
Dasgupta, Nilanjana;Scircle, Melissa McManus;Hunsinger, Matthew
通讯作者：
Hunsinger, Matthew
DOI：
10.1006/obhd.1996.0061
发表时间：
1996-07-01
影响因子：
4.6
作者：
Gruenfeld, DH;Mannix, EA;Neale, MA
通讯作者：
Neale, MA