Structured learning environments are required to promote equitable participation

Sehoya Harris Cotner · Michelle D. Driessen · Cissy J. Ballen

31 citations0/0 files storedChemistry Education Research and Practice

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Career Development and Diversity Science Education and Pedagogy Innovative Teaching Methods

Abstract

It is critical that we understand and address features of learning environments that encumber students historically underrepresented in STEM fields. Here we consider social elements of group work that can either support or impede learning. We tracked gender-bias in student–teaching assistant (TA) interactions in 184 small groups across 27 introductory chemistry laboratories in fall 2017. We demonstrate that in some environments male students interacted with TAs disproportionately more than female students. To promote verbal participation of women in introductory chemistry courses, we advocate for improved TA training programs that teach a host of equitable teaching strategies to enhance the climate of the classrooms and consequently, improve learning. Fostering a structured, inclusive classroom environment is the first step towards achieving equity more broadly across STEM.

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References

2004Does Active Learning Work? A Review of the Research 1999Effects of Small-Group Learning on Undergraduates in Science, Mathematics, Engineering, and Technology: A Meta-Analysis 2012Gender Diversity in the Boardroom and Firm Performance: What Exactly Constitutes a “Critical Mass?”2011Increased Structure and Active Learning Reduce the Achievement Gap in Introductory Biology 2018The gender gap in science: How long until women are equally represented?2011Professional Role Confidence and Gendered Persistence in Engineering 2013Structure Matters: Twenty-One Teaching Strategies to Promote Student Engagement and Cultivate Classroom Equity 2006Reducing the gender gap in the physics classroom

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2023Gender-moderated effects of academic self-concept on achievement, motivation, performance, and self-efficacy: A systematic review 2020Gender gaps in the performance of Norwegian biology students: the roles of test anxiety and science confidence 2019Hidden Identities Shape Student Perceptions of Active Learning Environments 2022Evaluating the role of student preference in physics lab group equity

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