The influence of gender on collaborative projects in an engineering classroom

Ingram, Sandra; Parker, Anne

doi:10.1109/47.988359

Cited by 25 publications

(17 citation statements)

References 14 publications

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“…Most studies in this category were comparative studies of beliefs and IT adoption behaviors of men and women -with the exception of two that focused only on women's IT usage (Ingram & Parker 2002;Parmar et al 2009). Most studies had balanced numbers of men and women -with the average ratio of women being 46%.…”

Section: Topic 2: It Adoption and Usagementioning

confidence: 98%

A structured review of IS research on gender and IT

Gallivan

2013

Proceedings of the 2013 Annual Conference on Computers and People Research

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Despite many contributions to research on gender and IT -both empirical and conceptual -the IS field lacks an overall review of this stream of research. We provide such a review of IS research on gender and IT spanning 20 years, following the guidelines for conducting a "descriptive review" (King and He 2006). Focusing on IS journals and conferences, we identify over 190 papers in which the authors specifically mentioned one or more of a set of terms in their title, appendix or keywords (e.g., gender, sex, men, women, etc.). We identify the recurring authors in this research stream and we classify these authors' research methods, types of respondents studied, authors' epistemological stance and their gender theory-in-use. We identify four topic areas and, for each, we provide descriptive summaries of corresponding papers: IT ethics; IT careers and education; IT adoption and use; attitudes to telework. Many papers we located neglect to specify a clear theory-in-use regarding gender (i.e., whether the authors believe that observed differences between men and women are socially constructed, due to biological factors, or the result of other influences). We found few studies that regard men, who account for a majority of IT employees, as gendered or consider gender a relevant issue when studying male employees, teleworkers, or computer users. Authors of most papers seem to assume that the presence of women is necessary to trigger gender as an issue.

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Section: Topic 2: It Adoption and Usagementioning

confidence: 98%

A structured review of IS research on gender and IT

Gallivan

2013

Proceedings of the 2013 Annual Conference on Computers and People Research

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“…Popular culture has contributed to this perception through best-selling books, such as "Men are from Earth, Women are from Venus" (Gray, 1992) and "You Just Don't Understand: Women and Men in Conversation" (Tannen, 2007). While some studies suggest that the perceived differences are more nuanced, less conclusive, and heavily contextual (Ingram & Parker, 2002;Jones, Ruff & Paretti, 2013), other studies have shown that gender can play an important role in the way males and females communicate interpersonally. Wolfe and Powell (2009), for example, found that female engineering students used more conciliatory language when communicating with male team members in order to avoid conflict or to achieve particular objectives.…”

Section: Role Of Gender In Interpersonal Communicationmentioning

confidence: 99%

Personal responsibility and interpersonal communication in a project-based learning environment

Deveci¹,

Ayish²

2018

International Journal of Social Sciences and Education Research

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A common refrain among many educators is that freshman university students, especially those involved with project-based learning, lack empathy and are mainly concerned with their own well-being. Unfortunately, it is often assumed that students, once put on teams, will acquire, through personal responsibility, the essential interpersonal skills necessary for success. To determine if this is the case within the context of an engineering university in the UAE, 143 freshman students' responsibility and interpersonal communication propensities in two project-based courses were analysed. Data were collected using two questionnaires. Students' scores were analysed according to gender and the courses they attended as well as the relationship between their responsibility and interpersonal communication. Results indicate that both the students' responsibility and interpersonal communication scores were at a moderate level, while students' responsibility scores in the second level course were higher. In addition, female students' interpersonal communication scores were more varied than male students'. Results are discussed and recommendations are made as to how to increase students' responsibility behaviours in courses that require the effective use of interpersonal communication skills.

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“…11 Second, marginalization can occur when an individual's work tasks are not validated or fully recognized by their peers or their instructors. [12][13][14] These biases can emerge when peers or instructors may simply not acknowledge a student's contributions or when they subsume that student's work under the group as a whole. This bias can manifest as the difference between "we did X" versus "Michael did X" or "we 3-D printed a model" versus "Beth created a CAD drawing so that we could 3D print a model.…”

Section: Group-learning Environments In Engineering Educationmentioning

confidence: 99%

Interactive Panel: Improving the Experiences of Marginalized Students on Engineering Design Teams

Meadows

Sekaquaptewa

Paretti

et al.

2015 ASEE Annual Conference and Exposition Proceedings

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Marie C. Paretti is an Associate Professor of Engineering Education at Virginia Tech, where she codirects the Virginia Tech Engineering Communications Center (VTECC). Her research focuses on communication in engineering design, interdisciplinary communication and collaboration, design education, and gender in engineering. She was awarded a CAREER grant from the National Science Foundation to study expert teaching in capstone design courses, and is co-PI on numerous NSF grants exploring communication, design, and identity in engineering. Drawing on theories of situated learning and identity development, her work includes studies on the teaching and learning of communication, effective teaching practices in design education, the effects of differing design pedagogies on retention and motivation, the dynamics of cross-disciplinary collaboration in both academic and industry design environments, and gender and identity in engineering.

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The influence of gender on collaborative projects in an engineering classroom

Cited by 25 publications

References 14 publications

A structured review of IS research on gender and IT

A structured review of IS research on gender and IT

Personal responsibility and interpersonal communication in a project-based learning environment

Interactive Panel: Improving the Experiences of Marginalized Students on Engineering Design Teams

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