• norsk
    • English
  • English 
    • norsk
    • English
  • Login
View Item 
  •   Home
  • Faculty of Mathematics and Natural Sciences
  • Department of Biological Sciences
  • Department of Biological Sciences
  • View Item
  •   Home
  • Faculty of Mathematics and Natural Sciences
  • Department of Biological Sciences
  • Department of Biological Sciences
  • View Item
JavaScript is disabled for your browser. Some features of this site may not work without it.

Smaller classes promote equitable student participation in STEM

Ballen, Cissy J.; Aguillon, Stepfanie M.; Awwad, Azza; Bjune, Anne Elisabeth; Challou, Daniel; Drake, Abby Grace; Driessen, Michelle; Ellozy, Aziza; Ferry, Vivian E.; Goldberg, Emma E.; Harcombe, William; Jensen, Steve; Jørgensen, Christian; Koth, Zoe; McGaugh, Suzanne; Mitry, Caroline; Mosher, Bryan; Mostafa, Hoda; Petipas, Renee H.; Soneral, Paula A.G.; Watters, Shana; Wassenberg, Deena; Weiss, Stacey L.; Yonas, Azariah; Zamudio, Kelly R.; Cotner, Sehoya Harris
Peer reviewed, Journal article
Accepted version
Thumbnail
View/Open
Accepted version (409.2Kb)
URI
http://hdl.handle.net/1956/22078
Date
2019
Metadata
Show full item record
Collections
  • Department of Biological Sciences [1824]
Original version
https://doi.org/10.1093/biosci/biz069
Abstract
As science, technology, engineering, and mathematics (STEM) classrooms in higher education transition from lecturing to active learning, the frequency of student interactions in class increases. Previous research documents a gender bias in participation, with women participating less than would be expected on the basis of their numeric proportions. In the present study, we asked which attributes of the learning environment contribute to decreased female participation: the abundance of in-class interactions, the diversity of interactions, the proportion of women in class, the instructor's gender, the class size, and whether the course targeted lower division (first and second year) or upper division (third or fourth year) students. We calculated likelihood ratios of female participation from over 5300 student–instructor interactions observed across multiple institutions. We falsified several alternative hypotheses and demonstrate that increasing class size has the largest negative effect. We also found that when the instructors used a diverse range of teaching strategies, the women were more likely to participate after small-group discussions.
Description
Under embargo until: 2020-07-24
Publisher
Oxford University Press
Journal
BioScience
Copyright
Copyright 2019 The Author(s). All rights reserved

Contact Us | Send Feedback

Privacy policy
DSpace software copyright © 2002-2019  DuraSpace

Service from  Unit
 

 

Browse

ArchiveCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsDocument TypesJournalsThis CollectionBy Issue DateAuthorsTitlesSubjectsDocument TypesJournals

My Account

Login

Statistics

View Usage Statistics

Contact Us | Send Feedback

Privacy policy
DSpace software copyright © 2002-2019  DuraSpace

Service from  Unit