Classroom Participation and Student-Faculty Interactions: Does Gender Matter?

Tatum, Holly E.; Schwartz, Beth M.; Schimmoeller, Peggy; Perry, Nicole Kristin

doi:10.1353/jhe.2013.0036

Cited by 39 publications

(34 citation statements)

References 38 publications

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“…Our study corroborates findings in elementary school science classrooms that show boys are eight times more likely to volunteer answers in class than girls (Sadker and Sadker, 1994). At the college level, studies of participation have found a range of patterns (more female than male: Howard and Henney, 1998; Howard et al ., 2006; Fritschner, 2000; more male than female: Crombie et al ., 2003; Tatum et al ., 2013; no difference: Cornelius et al ., 1990; Pearson and West, 1991; Brady and Eisler, 1999), but, to our knowledge, ours is the first observational study of college-level participation in a STEM classroom. In a study in STEM using self-reporting by students, women reported lower participation rates in biology, engineering, and chemistry courses (Crombie et al ., 2003), and we have preliminary data showing a similar pattern in two introductory biology classrooms (unpublished data).…”

Section: Discussionmentioning

confidence: 99%

“…In addition, a student's greater level of participation in class has been linked with positive perception of the class (Crombie et al ., 2003), decreased anxiety about performance and ability in the course topic (Fassinger, 2000), and increased critical thinking (Tsui, 2002). In studies at the college level, the pattern of participation by men and women in whole-class discussions is not consistent, with various studies showing a bias in either direction (more female than male participation: Howard and Henney, 1998; Fritschner, 2000; Howard et al ., 2006; more male than female participation: Crombie et al ., 2003; Tatum et al ., 2013; or no difference: Cornelius et al ., 1990; Pearson and West, 1991; Brady and Eisler, 1999). Although many classrooms were observed in these studies, none of them were courses in STEM disciplines nor were they conducted in classrooms the size of typical large-enrollment introductory-level STEM courses.…”

Section: Introductionmentioning

confidence: 99%

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Gender Gaps in Achievement and Participation in Multiple Introductory Biology Classrooms

Eddy

Brownell

Wenderoth

2014

LSE

219

218

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Gender Gaps in Achievement and Participation in Multiple Introductory Biology Classrooms

Eddy

Brownell

Wenderoth

2014

LSE

219

218

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“…This in turn would reduce the experience of cognitive dissonance, which is the putative underlying mechanism behind the Body Project . Research from educational setting suggests that female students participate in classes less frequently as the percentage of male students’ increase . Further, research suggests that female collegiate faculty are more likely to reinforce student participation (e.g., praise participation and follow‐up on comments) and that voluntary student responses decrease with increased presence of males in classes .…”

Section: Discussionmentioning

confidence: 99%

The body project 4 all: A pilot randomized controlled trial of a mixed‐gender dissonance‐based body image program

Kilpela

Blomquist

Verzijl

et al. 2016

Intl J Eating Disorders

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Objective The Body Project is a cognitive dissonance-based body image improvement program with ample research support among female samples. More recently, researchers have highlighted the extent of male body dissatisfaction and disordered eating behaviors; however, boys/men have not been included in the majority of body image improvement programs. This study aims to explore the efficacy of a mixed-gender Body Project compared to the historically female-only body image intervention program. Method Participants included male and female college students (N=185) across two sites. We randomly assigned women to a mixed-gender modification of the two-session, peer-led Body Project (MG), the two-session, peer-led, female-only (FO) Body Project, or a waitlist control (WL), and men to either MG or WL. Participants completed self-report measures assessing negative affect, appearance-ideal internalization, body satisfaction, and eating disorder pathology at baseline, post-test, and at two- and six-month follow-up. Results We used linear mixed effects modeling to estimate the change from baseline over time for each dependent variable across conditions. For women, results were mixed regarding post-intervention improvement compared to WL, and were largely non-significant compared to WL at 6-month follow-up. Alternatively, results indicated that men in MG consistently improved compared to WL through 6-month follow-up on all measures except negative affect and appearance-ideal internalization. Discussion Results differed markedly between female and male samples, and were more promising for men than for women. Various explanations are provided, and further research is warranted prior to drawing firm conclusions regarding mixed-gender programming of the Body Project.

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“…Although there is a rich literature exploring participation differences based on gender in non-STEM college classrooms [48][49][50], the evidence for gendered patterns of inclass participation in STEM classrooms is sparse (Table II). Studies using student self-reported participation in college STEM classrooms have shown that female students across disciplines report lower participation or less comfort with participation when compared with males [35,36].…”

Section: B Engagementmentioning

confidence: 99%

Beneath the numbers: A review of gender disparities in undergraduate education across science, technology, engineering, and math disciplines

Eddy

Brownell²

2016

Phys. Rev. Phys. Educ. Res.

167

155

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[This paper is part of the Focused Collection on Gender in Physics.] This focused collection explores inequalities in the experiences of women in physics. Yet, it is important for researchers to also be aware of and draw insights from common patterns in the experiences of women across science, technology, engineering and mathematics (STEM) disciplines. Here, we review studies on gender disparities across college STEM on measures that have been correlated with retention. These include disparities in academic performance, engagement, self-efficacy, belonging, and identity. We argue that observable factors such as persistence, performance, and engagement can inform researchers about what populations are disadvantaged in a STEM classroom or program, but we need to measure underlying mechanisms to understand how these inequalities arise. We present a framework that helps connect larger sociocultural factors, including stereotypes and gendered socialization, to student affect and observable behaviors in STEM contexts. We highlight four mechanisms that demonstrate how sociocultural factors could impact women in STEM classrooms and majors. We end with a set of recommendations for how we can more holistically evaluate the experiences of women in STEM to help mitigate the underlying inequities instead of applying a quick fix.

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Classroom Participation and Student-Faculty Interactions: Does Gender Matter?

Cited by 39 publications

References 38 publications

Gender Gaps in Achievement and Participation in Multiple Introductory Biology Classrooms

Gender Gaps in Achievement and Participation in Multiple Introductory Biology Classrooms

The body project 4 all: A pilot randomized controlled trial of a mixed‐gender dissonance‐based body image program

Beneath the numbers: A review of gender disparities in undergraduate education across science, technology, engineering, and math disciplines

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