“Gendered differences versus doing gender”: a systematic review on the role of gender in CSCL

Abstract

Gender equity in education is an essential UN sustainable development goal. However, it is unclear what aspects of gender are important to consider in regard to research outcomes as well as how findings can be interpreted in the context of gender stereotypes and bias. This lack of clarity is particularly salient in the STEM field. Computer-supported collaborative learning (CSCL) is a group learning method where learners work together on group tasks that aim at the sharing and co-construction of knowledge. Aside from the cognitive learning gains, the literature reports that CSCL can bring social and psychological benefits, such as fostering positive mutual relationships and increased understanding of equity and diversity. In order to elaborate on the assumed potential of CSCL to support equity and diversity goals in education, this systematic literature will focus on the role of gender in CSCL. Although gender issues in CSCL have been examined before, a comprehensive overview is still lacking. Based on the PRISMA method, the current systematic review considers 27 articles, and explores (1) how gender is addressed, (2) what findings concerning gender are reported, and (3) the potential of CSCL to create more gender inclusive learning contributing to the UN SDGs. Our findings show that most studies addressed gender as a binary predictor for participation, communication, or attitude. Less than half of the studies treated gender more nuanced by defining gender as a social construct. This review highlights the need for additional research on the role of gender in CSCL, alongside more methodologies that can account for the complexities this entails. It is estimated that there is some potential for CSCL to decrease gender stereotypes and gender bias in STEM education.

Addressing gender in STEM classrooms: The impact of gender bias on women scientists' experiences in higher education careers in Germany

“…Viswambaran and Diwakar (2021) showed that it is highly effective to promote social norms of gender equity and inclusion among students by discussing everyday examples in group discussions. In light of this, a systematic literature review by Kube et al (2022) showed that CSCL, as a has the potential to create more gender-inclusive learning environments in STEM. However, they found more research is needed to explore the social and psychological mechanisms of inclusion in a CSCL-based intervention regarding gender bias.…”

“…It further serves as a validation and complement of existing literature on gendersensitive pedagogies by transferring it to CSCL environments (cf. Kube et al, 2022). Lastly, involving women teachers in the development of gender-sensitive pedagogies with the goal of promoting inclusivity and diversity in STEM education is a source of empowerment and agency for women working, teaching and studying in STEM that stimulates further commitment.…”

How Gender, Culture, and Economy Influence Field of Study Preferences in Higher Education: Exploring Gender Gaps in STEM, AHSS, and Medicine among International Students

“…Nevertheless, the study field choice is not student-gender neutral as men and women tend to significantly differ in terms of their preferences and enrolments per different academic specializations [6][7][8][9]. More precisely, men are more prone to choose science, technology, engineering, and mathematics, whereas women show a higher probability of choosing arts, humanities, and social sciences, or medicine [10][11][12][13][14][15][16][17]. Although women are a majority among the high-education enrolled students at a global level, field study segregation remains a critical factor that accounts for the prevalence of wage inequalities among men and women in the labor market [18][19][20][21][22][23][24].…”

“…In addition, the academic literature mainly analyzed domestic college students' gendered preferences for fields of study [10,11]. Nevertheless, research on international students might deliver valuable opportunities for understanding how gender and broader contextual factors impact the academic choices of persons educated in different socioeconomic and cultural milieux from their country of origin.…”

Research on Online Collaborative Problem-Solving in the Last 10 Years: Current Status, Hotspots, and Outlook—A Knowledge Graph Analysis Based on CiteSpace

“…CSCL, which aims at knowledge sharing and co-construction [7], is a teamwork method of technical support. It involves meaningful interaction with others based on common goals and ultimately improves social skills and the ability to comprehensively use the information for innovation.…”