An Investigation on the Effects of Ambiguity, Gender Orientation, and Domain Relatedness of Design Projects on Student Performance

Abstract

Students in design courses work on projects that are influenced by ambiguity, gender orientation, and domain relatedness. This study investigates the impacts of these factors on student self-efficacy in order to increase retention in engineering disciplines. From a comprehensive literature review and feedback from engineering experts, an instrument is developed to assess student perceptions on tolerance to ambiguity (STA), project gender orientation (PGO), and project domain relatedness (PDR). Statistical analyses are conducted to examine the influence of STA, PGO, and PDR on student self-efficacy and collective efficacy. Results indicate that an increase in the gender orientation of the project decreases student self-efficacy. Furthermore, gender bias of the design project diminishes student tolerance to deal with ambiguous situations. Therefore, instructors should consider choosing more gender-neutral projects or make appropriate adjustments in project descriptions to minimize gender bias.

Embracing Computational Thinking as an Impetus for Artificial Intelligence in Integrated STEM Disciplines through Engineering and Technology Education 

“…This hypothesis is sensible in the present context because we conducted the study in a rural area of Thailand, where men are traditionally responsible for outdoor work such as agricultural labor and construction, while women are expected to attend to household chores, such as cooking and cleaning (Vichit-Vadakan, 1994). The girls might have perceived DBL as being more suitable for boys (Okudan & Mohammed, 2006), which may have decreased their self-efficacy (Gunay et al, 2020) and caused them to doubt their ability to complete the task.…”

Where are the Gays? A Systematized Literature Review of Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ+) STEM Practitioners

“…By classifying certain types of academic projects and problems into masculine and feminine, heteronormative norms propagate, possibly unintendedly. The study suggests that instructors change gendered projects and examples into gender-neutral problems to help students' self-efficacy [34].…”

“…Social/Technical Dualism [6], [19]- [26] Heteronormativity and Masculinity [19]- [22], [24], [27]- [34] Meritocratic and Depoliticized [9], [19], [24], [28], [35] Silent Professionalism [1], [4], [5], [9], [19], [20], [29], [32],…”

“…Masculinized ways of thinking and behaving along with historic underrepresentation of effeminate individuals, women, and racial and ethnic minorities further perpetuate narrow characterizations of who can be successful in STEM [33]. Implicitly heteronormative projects can serve to bully LGBTQ+ STEM practitioners or anyone who does not follow heteronormativity [34]. While engineering is an unwelcoming place for women [24] due to its male-dominated nature, some gay men also felt exclusion from traditional instantiations of hegemonic masculinity [20].…”

Evaluating Computer-Aided Design Software as a Barrier to Women’s Engagement in Engineering: A Focused Literature Review

“…Looking more specifically at CAD itself, research shows that gendering and gender stereotypes of the examples and projects used in CAD training can have an influence on recruitment and success of women. A study published by Günay et al investigated the effects of gender orientation, amongst other factors, on student performance in projects which included the use of computer-aided drafting drawings [18]. They found that when the project topic was skewed towards a certain gender, the average expected student performance fell relative to those students working on more gender-neutral projects.…”