ArticlePloS one2018
Small group gender ratios impact biology class performance and peer evaluations.
Article in PloS one, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
4 citing papers in PubMed.
- Mixed methods study of student participation and self-efficacy in remote asynchronous undergraduate physics laboratories: contributors, lurkers, and outsiders.International journal of STEM education · 2023Article
- Gender Differences in Student Participation in an Active-Learning Classroom.CBE life sciences education · 2020Article
- Field courses narrow demographic achievement gaps in ecology and evolutionary biology.Ecology and evolution · 2020Article
- Outperforming yet undervalued: Undergraduate women in STEM.PloS one · 2020Article
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Women are underrepresented in science, technology, engineering, and mathematics (STEM) disciplines. Evidence suggests the microclimate of the classroom is an important factor influencing female course grades and interest, which encourages retention of women in STEM fields. Here, we test whether the gender composition of small (8-9 person) learning groups impacts course performance, sense of social belonging, and intragroup peer evaluations of intellectual contributions. Across two undergraduate active learning courses in introductory biology, we manipulated the classroom microclimate by varying the gender ratios of learning groups, ranging from 0% female to 100% female. We found that as the percent of women in groups increased, so did overall course performance for all students, regardless of gender. Additionally, women assigned higher peer- evaluations in groups with more women than groups with less women. Our work demonstrates an added benefit of the retention of women in STEM: increased performance for all, and positive peer perceptions for women.
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Registered trials
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