ArticleCBE life sciences education2020
Gender Differences in Student Participation in an Active-Learning Classroom.
Article in CBE life sciences education, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 45 papers, 2 of them syntheses that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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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Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
45 citing papers in PubMed, 2 syntheses or guidelines pooled it.
- Gender-moderated effects of academic self-concept on achievement, motivation, performance, and self-efficacy: A systematic review.Frontiers in psychology · 2023Pooled it
- Meta-analysis of Gender Performance Gaps in Undergraduate Natural Science Courses.CBE life sciences education · 2021Pooled it
- The use of feedback in teaching undergraduate dental students: feedback sandwich or Ask-Tell-Ask model?BMC oral health · 2023Trial
- Investigating virtual versus hands-on interventions in promoting increased performance, perceived knowledge, and confidence in a large general microbiology course.Journal of microbiology & biology education · 2026Article
- Equitable Group Work in Undergraduate Biology Courses: Leveraging a Complex Instruction Framework to Identify Pedagogical Strategies.CBE life sciences education · 2026Article
- Community College Transfer Students' Pathways Through Boundary Experiences Using a Storied Science Identity Lens.CBE life sciences education · 2026Article
- Undergraduate students' perception of problem-based learning at the University of Tripoli Alahlia, Libya.Journal of education and health promotion · 2026Article
- Qualitative analysis of students' perceptions of active learning practices in a highly structured microbiology course provides support for implementation of flipped and interactive classroom activities.Journal of microbiology & biology education · 2025Article
- Teacher-focused approach to foster student engagement - a hierarchical linear model based on Chinese college students' psychological capital.BMC psychology · 2025Article
- Grade Disparities Associated with Student Demographics in Upper-Division Biology Courses Across Multiple Institutions.CBE life sciences education · 2025Article
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- Charting a new vision: lessons onJournal of microbiology & biology education · 2025Article
- Cisnormative Language and Erasure of Trans* and Genderqueer Student Representation in Biology Education Research.CBE life sciences education · 2025Article
- Using a STEM Course on Inclusion, Diversity, Equity, and Accessibility to Explore Student Reflections on their Socialization into STEM and their Observations of the Figured World of Higher Education STEM Contexts.CBE life sciences education · 2025Article
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- What do students expect from teaching assistants (TAs)? Considerations of gender, race, and international status.PloS one · 2025Article
- Analysis of classroom silence behaviors among Chinese and Korean undergraduates.Frontiers in psychology · 2025Article
- STEM, gender, and mental health: Understanding depression and anxiety in a national undergraduate sample.PLOS mental health · 2025Article
- Determinants of nursing students' satisfaction with blended learning.BMC nursing · 2024Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Overwhelming evidence demonstrating the benefits of active-learning pedagogy has led to a shift in teaching that requires students to interact more in the classroom. To date, few studies have assessed whether there are gender-specific differences in participation in active-learning science, technology, engineering, and mathematics (STEM) courses, and fewer have looked across different types of classroom participation. Over two semesters, we observed an introductory biology course at a large research-intensive university and categorized student participation into seven distinct categories to identify gender gaps in participation. Additionally, we collected student grades and administered a postcourse survey that gauged student scientific self-efficacy and salience of gender identity. We found that men participated more than expected based on the class composition in most participation categories. In particular, men were strongly overrepresented in voluntary responses after small-group discussions across both semesters. Women in the course reported lower scientific self-efficacy and greater salience of gender identity. Our results suggest that active learning in itself is not a panacea for STEM equity; rather, to maximize the benefits of active-learning pedagogy, instructors should make a concerted effort to use teaching strategies that are inclusive and encourage equitable participation by all students.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.