The effectiveness of men and women in problem-solving groups as a function of group gender composition

Craig, Jane M.; Sherif, Carolyn W.

doi:10.1007/bf00288427

Cited by 54 publications

(41 citation statements)

References 18 publications

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“…Contrary to the disadvantageous position women face in minority, the study by Craig and Sherif (1986) found that compared to groups with two men/two women or with three men/one women, men exerted a larger amount of influence over other members and groups' decisions when they were in a minority of one in a group. Further, the aforementioned Carli's (2001) meta-analysis supports these findings.…”

Section: Gender Exception Groups and Group Workmentioning

confidence: 89%

“…The study by Craig and Sherif (1986) suggests that the low rating of solo male members in male gender exception groups could have been a result of their exerting a disproportionately strong influence over other members and group decisions -which was unwelcomed by their female peers. However, the examination of the comments accompanying the peer-assessment reveals that low ratings are rarely given for reasons other than lack of commitment.…”

Section: Discussionmentioning

confidence: 99%

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The effects of gender on group work process and achievement: an analysis through self‐ and peer‐assessment

Takeda

Homberg

2013

British Educational Res J

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The importance of teamwork skills as part of employability has been widely acknowledged and accompanied by active research on successful cooperative learning. However, relatively few studies have focused on the effects of gender on students' group work, and only a limited number of empirical studies exist that examine students' group work process and performance through the results of self-and peer-assessment. This study examines the effects of gender on group work process and performance using the self-and peer-assessment results of 1,001 students in British higher education formed into 192 groups. The analysis aggregates all measures on the group level in order to examine the overall group performance. Further, a simple regression model is used to capture the effects of group gender compositions. Results suggest that students in gender-balanced groups display enhanced collaboration in group work process associated with less social loafing behaviours and more equitable contributions to the group work.However, the results imply that this cooperative learning environment does not lead to higher student performance. Students' comments allow us to explore possible reasons for this finding. The results also indicate underperformance by all-male groups and reduced collaborative behaviours by solo males in male gender exception groups (i.e. groups consisting of one male student and other members being female). The results thus have implications for the composition of groups. The pedagogical implications of these findings are discussed.

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Section: Gender Exception Groups and Group Workmentioning

confidence: 89%

Section: Discussionmentioning

confidence: 99%

The effects of gender on group work process and achievement: an analysis through self‐ and peer‐assessment

Takeda

Homberg

2013

British Educational Res J

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“…For example, existing work finds that women are especially disadvantaged when they are the lone female member of their group (Craig and Sherif 1986;Johnson and Schulman 1989). Men, however, do not suffer the same disadvantage when they are the gender "token."…”

Section: Effects Of Gender Compositionmentioning

confidence: 92%

Gender Inequality in Deliberative Participation

2012

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C an men and women have equal levels of voice and authority in deliberation or does deliberation exacerbate gender inequality? Does increasing women's descriptive representation in deliberation increase their voice and authority? We answer these questions and move beyond the debate by hypothesizing that the group's gender composition interacts with its decision rule to exacerbate or erase the inequalities. We test this hypothesis and various alternatives, using experimental data with many groups and links between individuals' attitudes and speech. We find a substantial gender gap in voice and authority, but as hypothesized, it disappears under unanimous rule and few women, or under majority rule and many women. Deliberative design can avoid inequality by fitting institutional procedure to the social context of the situation.

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“…In some studies, men who are in the minority exert disproportionate influence on the group (Craig and Sherif 1986;Williams 1995). An extension of this finding to this case is that boys' behavior may become more salient by virtue of their small numbers, in both absolute and relative terms.…”

Section: Gender and Social Influencementioning

confidence: 98%

Stopping the Drama

Shepherd

Paluck

2015

Soc Psychol Q

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Drawing on theories of social norms, we study the relative influence of female and male students using a year-long, network-based field experiment of an anti-harassment intervention program in a high school. A randomly selected subset of highly connected students participated in the intervention. We test whether these highly connected females and males influenced other students equally when students and teachers considered the problem of ''drama''-peer conflict and harassment-to be associated with girls more than with boys. Exposure to male, but not female, intervention students caused decreased perceptions of the acceptability of harassment and decreased participation in negative behavior. Status beliefs became activated through the intervention program: gender differences in influence stem from higher levels of respect afforded to highly connected males in the program. The results support an account of social influence as it occurs across time in conjunction with other group processes.

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The effectiveness of men and women in problem-solving groups as a function of group gender composition

Cited by 54 publications

References 18 publications

The effects of gender on group work process and achievement: an analysis through self‐ and peer‐assessment

The effects of gender on group work process and achievement: an analysis through self‐ and peer‐assessment

Gender Inequality in Deliberative Participation

Stopping the Drama

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