دورية أكاديمية
Unlocking the Benefits of Gender Diversity: How an Ecological-Belonging Intervention Enhances Performance in Science Classrooms
| العنوان: | Unlocking the Benefits of Gender Diversity: How an Ecological-Belonging Intervention Enhances Performance in Science Classrooms |
|---|---|
| اللغة: | English |
| المؤلفون: | Kevin R. Binning (ORCID |
| المصدر: | Grantee Submission. 2024 35(3). |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| تاريخ النشر: | 2024 |
| Sponsoring Agency: | Institute of Education Sciences (ED) National Science Foundation (NSF), Improving Undergraduate STEM Education (IUSE) |
| Contract Number: | R305A210167 2111114 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Sex, Student Diversity, Intervention, College Students, Physics, Science Achievement, Sense of Community, Gender Differences, Outcomes of Education, Cooperation, Student Attitudes, Science Instruction |
| DOI: | 10.1177/09567976231221534 |
| مستخلص: | Gender diversity signals inclusivity, but meta-analyses suggest that it does not boost individual or group performance. This research examined whether a social-psychological intervention can unlock the benefits of gender diversity on college physics students' social and academic outcomes. Analyses of 124 introductory physics classrooms at a large research institution in the eastern United States (N = 3,605) indicated that in classrooms doing "business as usual," cross-gender collaboration was infrequent, there was a substantial gender gap in physics classroom belonging, and classroom gender diversity had no effect on performance. The ecological-belonging intervention aimed to establish classroom norms that adversity in the course is normal and surmountable. In classrooms receiving the intervention, cross-gender interaction increased 51%, the gender gap in belonging was reduced by 47%, and higher classroom diversity was associated with higher course grades and 1-year grade point average for both men and women. Addressing contextual belongingness norms may help to unlock the benefits of diversity. |
| Abstractor: | As Provided |
| ملاحظات: | https://osf.io/cjqs6 |
| IES Funded: | Yes |
| Entry Date: | 2024 |
| رقم الأكسشن: | ED652180 |
| قاعدة البيانات: | ERIC |
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