Smaller Classes Promote Equitable Student Participation in STEM. (24th July 2019)

• Record Type: Journal Article
• Authors: Ballen, Cissy J; Aguillon, Stepfanie M; Awwad, Azza; Bjune, Anne E; Challou, Daniel; Drake, Abby Grace; Driessen, Michelle; Ellozy, Aziza; Ferry, Vivian E; Goldberg, Emma E; Harcombe, William; Jensen, Steve; Jørgensen, Christian; Koth, Zoe; McGaugh, Suzanne; Mitry, Caroline; Mosher, Bryan; Mostafa, Hoda; Petipas, Renee H; Soneral, Paula A G; Watters, Shana; Wassenberg, Deena; Weiss, Stacey L; Yonas, Azariah; Zamudio, Kelly R; Cotner, Sehoya
• Is Part Of: BioScience. Volume 69:Number 8(2019:Aug.)
• Page Start: 669
• Page End: 680
• Publication Date: 2019-07-24
• Subjects: STEM equity -- gender -- in-class interactions -- class size -- active learning; Life sciences -- Periodicals; Life sciences -- Research -- Periodicals; Life sciences -- United States -- Periodicals; Life sciences -- Government policy -- United States -- Periodicals; Biology -- Periodicals; Biotechnology industries -- Periodicals; 570
• DOI: 10.1093/biosci/biz069
• Languages: English
• ISSNs: 0006-3568

Abstract

Abstract: As science, technology, engineering, and mathematics (STEM) classrooms in higher education transition from lecturing to active learning, the frequency of student interactions in class increases. Previous research documents a gender bias in participation, with women participating less than would be expected on the basis of their numeric proportions. In the present study, we asked which attributes of the learning environment contribute to decreased female participation: the abundance of in-class interactions, the diversity of interactions, the proportion of women in class, the instructor's gender, the class size, and whether the course targeted lower division (first and second year) or upper division (third or fourth year) students. We calculated likelihood ratios of female participation from over 5300 student–instructor interactions observed across multiple institutions. We falsified several alternative hypotheses and demonstrate that increasing class size has the largest negative effect. We also found that when the instructors used a diverse range of teaching strategies, the women were more likely to participate after small-group discussions.