Collaborative Learning Eliminates the Negative Impact of Gender Stereotypes on Women’s Self-Concept

Stout, Jane G.; Tamer, Burçin

doi:10.18260/p.26509

Cited by 7 publications

(6 citation statements)

References 32 publications

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“…This may be due to the difference in how they view their self-concept and how they react to stress and aggression. Stout and Tamer (2016) suggested that women tend to have a more negative self-concept, are more prone to suffer from depressive symptoms (Moieni, Irwin, Jevtic, Olmstead, Breen, & Eisenberger, 2015), and are more likely to exhibit forms of relational aggression (e.g. gossip, rumours) (Loflin & Barry, 2016) than men which make women experience more difficulties in their adjustment process and lead them to be more vulnerable to isolation and alienation.…”

Section: Resultsmentioning

confidence: 99%

Alienation among University of Indonesia’s Psychology Students: A Comparative Study amongst First-Year, Second-Year, and Third-Year Students

Apriyanti¹

2016

Makara Hubs-Asia

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Previous studies on alienation were mostly done within Western business context focusing on gender and racial/ ethnicity differences. However, their results were still equivocal. Less attention has been given to address the phenomenon in higher education context, especially in a developing country with collectivist culture. The present study examined gender differences at the levels of alienation amongst psychology students enrolling in semester two, four, six, and eight at the University of Indonesia. Participants were 107 female and 20 male university students (M age = 19.95; range = 18-24 years old). It was found that levels of alienation among male and female students were not significantly different. Although male students showed higher levels of alienation than their female counterparts, only semester six female and male students showed significance difference at their level of alienation. Results indicated that gender had a marginal influence on alienation. These findings suggested that the awareness of university demands and learning process are important; familiarity to learning environment is vital; and optimisation of the student support service is needed.

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Section: Resultsmentioning

confidence: 99%

Alienation among University of Indonesia’s Psychology Students: A Comparative Study amongst First-Year, Second-Year, and Third-Year Students

Apriyanti¹

2016

Makara Hubs-Asia

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“…This may be implemented via class discussion. Another advantage to class discussion is that it fosters a sense of collaboration in class, which is also known to be beneficial for women in computing [17]. Students may also feel more "connected" to their instructor, if the instructor shares personal stories about their own experiences learning computing concepts.…”

Section: Best Practicesmentioning

confidence: 99%

Examining the Relationship Between Introductory Computing Course Experiences, Self-Efficacy, and Belonging Among First-Generation College Women

Blaney

Stout

2017

Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education

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Computing self-efficacy and sense of belonging are known predictors of motivation and persistence. As such, these psychological states are important to study in order to broaden participation in computing. This study examined the relationship between (a) introductory computing course experiences and (b) self-efficacy and sense of belonging in computing, focusing on differences by gender and college generation status. We found that the relationship between some introductory course experiences and self-efficacy and sense of belonging was strongest among first-generation college women, which reveals the importance of considering women's experiences in light of their additional intersectional identities. Recommendations for best practices in introductory computing courses are discussed.

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“…Students' sense of belonging is widely recognized as relevant to persistence and engagement in academics [22,46,49]. The importance of belonging may be additionally influential for students who are underrepresented in the field and for students about whom negative stereotypes exist [45].…”

Section: Research On Students' Belongingmentioning

confidence: 99%

"I Don't Code All Day"

Lewis

Anderson

Yasuhara

2016

Proceedings of the 2016 ACM Conference on International Computing Education Research

114

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Stereotypes of computer scientists are relevant to students' performance and feelings of belonging. While e↵orts exist to change these stereotypes, we argue that it may be possible to challenge a student's belief that stereotypes of computer scientists are relevant to whether they can become a computer scientist. In our previous work, we presented a model of five factors that influence students' decisions to major in computer science (CS). Data were collected from interviews with 31 students enrolled in introductory CS courses at two public universities in the United States. Here we elaborate on our grounded theory of one of these factors: how students assess their fit with CS. We describe how students measure their fit with CS in terms of the amount they see themselves as expressing the traits of singular focus, asocialness, competition, and maleness and how students make interpretations and decisions based upon these measurements. We found that students' interpretations were influenced by their attitudes toward the nature of stereotypes.

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Collaborative Learning Eliminates the Negative Impact of Gender Stereotypes on Women’s Self-Concept

Cited by 7 publications

References 32 publications

Alienation among University of Indonesia’s Psychology Students: A Comparative Study amongst First-Year, Second-Year, and Third-Year Students

Alienation among University of Indonesia’s Psychology Students: A Comparative Study amongst First-Year, Second-Year, and Third-Year Students

Examining the Relationship Between Introductory Computing Course Experiences, Self-Efficacy, and Belonging Among First-Generation College Women

"I Don't Code All Day"

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