Gendered Risks of Team-Based Learning: A Model of Inequitable Task Allocation in Project-Based Learning
Gendered Risks of Team-Based Learning: A Model of Inequitable Task Allocation in Project-Based Learning
复制标题
团队学习的性别风险：基于项目的学习中不公平任务分配的模型
DOI：
10.1109/te.2018.2816010
复制
发表时间：
2018
影响因子：
2.6
通讯作者：
Magel P. Su
中科院分区：
文献类型：
--
作者：
Robin R. Fowler;Magel P. Su
出资额：本文提出了一个基于项目学习（PBL）的学生团队任务分配的概念模型，沿着讨论了性别对STEM PBL中团队角色分配的影响。背景资料：研究发现，男性和女性报告在PBL项目中扮演不同的角色，团队性别细分与学生对PBL团队的满意度之间存在关系，团队对纳入更多女性不太满意。两个或两个以上的女性团队的男性和女性学生报告较低的团队满意度比男性的团队只有男性，或男性和女性的团队只有一个女人研究问题：学生如何自我选择，谈判，并分配任务的PBL团队？过去的PBL经验如何影响任务分配？性别如何影响任务分配？方法：一年级学生（N = 60）完成了一个学期的PBL经验的任务分配的反思。调查结果：与性别相关的学生个体特征（包括兴趣、技能、经验和自我效能感）与学生的目标取向相互作用，从而产生个人对任务的偏好。最终的任务分配是按照个人的喜好以非性别中立的方式分配的。
Contribution: A conceptual model for task allocation among student teams in project-based learning (PBL) is proposed in this paper, along with a discussion on ways gender can affect teams’ apportioning of roles in inequitable ways in STEM PBL. Background: Studies find that men and women report taking on different roles in PBL projects, and that there is a relationship between team gender breakdown and students’ satisfaction with PBL teams, with teams less happy with the inclusion of more women. Both male and female students on teams with two or more women report lower team satisfaction than men on teams of just men, or men and women on teams with a single woman Research Questions: How do students self-select, negotiate, and allocate tasks on PBL teams? How does past PBL experience influence task allocation? How does gender affect task allocation? Methodology: First-year students (N = 60) completed reflections about task assignment during a semester-long PBL experience. Findings: Individual student characteristics that are related to gender—including interests, skills, experiences, and self-efficacy—interact with students’ goal orientations to lead to individual preferences regarding tasks. Ultimate task allocations are distributed in a non-gender-neutral way following individual preferences.
影响因子：
16.4
作者：
Steele, CM
通讯作者：
Steele, CM