Women’s Daily Performance, Enjoyment, and Comfort in Male-Dominated Majors: The Role of Social Interactions in Classes
Women’s Daily Performance, Enjoyment, and Comfort in Male-Dominated Majors: The Role of Social Interactions in Classes
复制标题
女性在男性主导专业中的日常表现、享受和舒适度：课堂社交互动的作用
DOI：
10.1007/s11162-020-09609-5
复制
发表时间：
2020
影响因子：
2.1
通讯作者：
K. Lawson
中科院分区：
文献类型：
--
作者：
K. Lawson
女性从男性占主导地位的专业(MDM)退学率高于男性(BlickenStaff，2005)。需要进行研究，以更好地了解该专业的背景因素，如主要班级中的社会互动，这可能会增加妇女参与MDM并最终减少自然减员(Lawson等人)。性别角色78：542-560,2018)。本研究在以下两个方面考察了MDM中的女性与MDM中的男性以及性别中立专业(GNM)中的女性是否存在差异：(1)学生在主要班级的日常参与程度；(2)课堂上的日常社交与学生参与之间的联系。从120名学生(MDM中40名女性，MDM中40名男性，GNM中40名女性)收集了两周时间内主要课程结束时的社交互动(与同伴交谈、与教授一对一互动以及课堂讨论)和学生参与(感受到的表现、享受和舒适感)的数据。结果表明，与同龄人相比，MDM中的女性报告称，她们在主要课堂上的日常参与度较低。与同龄人交谈和课堂讨论与更高水平的学生参与度有关，但这些联系是按小组进行限定的。总体而言，与她们的同龄人相比，MDM中的女性每天的社会经历和学生参与度之间的联系更强。结果支持偏见的社会背景模型(Murphy等人在Policy Insights Behav Brain Sci 5：66-74,2018)，即课堂上经历了MDM中的弱势妇女，但日常社会互动可能对这些背景下的妇女特别有益。
Women drop out of male-dominated majors (MDMs) at a higher rate than men (Blickenstaff 2005). Research is needed to better understand contextual factors in the major, such as social interactions in major classes, that may increase women’s engagement in MDMs and ultimately reduce attrition (Lawson et al. in Sex Roles 78:542–560, 2018). The present study examined whether women in MDMs differed from men in MDMs and women in gender-neutral majors (GNMs) in terms of (1) levels of daily student engagement in major classes; and (2) the association between daily social interactions in classes and student engagement. Daily data were collected from 120 students (40 women in MDMs, 40 men in MDMs, 40 women in GNMs) about social interactions (talking to a peer, interacting with a professor one-on-one, and class discussions) and student engagement (perceived performance, enjoyment, and feelings of comfort) in major classes at the end of the day over a two week period. Results indicated that women in MDMs reported lower levels of daily engagement in major classes, relative to their peers. Talking with a peer and class discussions were associated with higher levels of student engagement, but these associations were qualified by group. Overall, the daily association between social experiences and student engagement were stronger for women in MDMs, relative to their peers. Results support the social-contextual model of prejudice (Murphy et al in Policy Insights Behav Brain Sci 5:66–74, 2018) in that classroom experiences disadvantaged women in MDMs, but daily social interactions may be particularly beneficial for women in these contexts.