Structured learning environments are required to promote equitable participation

Connor Neill, Sehoya H Cotner, Michelle Driessen, Cissy J. Ballen

Research output: Contribution to journalArticle

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.

Original languageEnglish (US)
Pages (from-to)197-203
Number of pages7
JournalChemistry Education Research and Practice
Volume20
Issue number1
DOIs
StatePublished - Jan 1 2019

Fingerprint

learning environment
Students
assistant
Teaching
participation
chemistry
classroom
student
group work
teaching strategy
female student
small group
learning
training program
equity
climate
gender
trend
interaction

Cite this

Structured learning environments are required to promote equitable participation. / Neill, Connor; Cotner, Sehoya H; Driessen, Michelle; Ballen, Cissy J.

In: Chemistry Education Research and Practice, Vol. 20, No. 1, 01.01.2019, p. 197-203.

Research output: Contribution to journalArticle

@article{863c1797b4324c8d84311727e77cf3d5,
title = "Structured learning environments are required to promote equitable participation",
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.",
author = "Connor Neill and Cotner, {Sehoya H} and Michelle Driessen and Ballen, {Cissy J.}",
year = "2019",
month = "1",
day = "1",
doi = "10.1039/c8rp00169c",
language = "English (US)",
volume = "20",
pages = "197--203",
journal = "Chemistry Education Research and Practice",
issn = "1109-4028",
publisher = "Ioannina University School of Medicine",
number = "1",

}

TY - JOUR

T1 - Structured learning environments are required to promote equitable participation

AU - Neill, Connor

AU - Cotner, Sehoya H

AU - Driessen, Michelle

AU - Ballen, Cissy J.

PY - 2019/1/1

Y1 - 2019/1/1

N2 - 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.

AB - 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.

UR - http://www.scopus.com/inward/record.url?scp=85066107075&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85066107075&partnerID=8YFLogxK

U2 - 10.1039/c8rp00169c

DO - 10.1039/c8rp00169c

M3 - Article

AN - SCOPUS:85066107075

VL - 20

SP - 197

EP - 203

JO - Chemistry Education Research and Practice

JF - Chemistry Education Research and Practice

SN - 1109-4028

IS - 1

ER -