Modeling gender counter-stereotypic group behavior: a brief video intervention reduces participation gender gaps on STEM teams
In STEM project group teams, men speak for more time (Meadows and Sekaquaptewa, in: Proceedings of ASEE annual conference, 2011 ) and engage in more active technical participation than women, which can have negative long-term consequences (Cheryan et al. in Psychol Bull 143:1–35, 2017 ; Lord et al....
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| Published in | Social psychology of education Vol. 22; no. 3; pp. 557 - 577 |
|---|---|
| Main Authors | , , |
| Format | Journal Article |
| Language | English |
| Published |
Dordrecht
Springer Netherlands
01.07.2019
Springer Springer Nature B.V |
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| Abstract | In STEM project group teams, men speak for more time (Meadows and Sekaquaptewa, in: Proceedings of ASEE annual conference,
2011
) and engage in more active technical participation than women, which can have negative long-term consequences (Cheryan et al. in Psychol Bull 143:1–35,
2017
; Lord et al. in IEEE Trans Educ 54(4):610–618,
2011
). In the current study, we tested the effects of a brief counter-stereotypic video intervention on gender gaps in verbal participation on mixed-gender teams of STEM students (N = 143). Participants viewed either a control video of an engineering student team behaving in a gender stereotype-consistent way (men talked longer and presented more technical information than women) in a group presentation and group interview, or a gender counter-stereotypic intervention version (roles reversed) prior to engaging in their own STEM group project task in a laboratory setting. Analysis of video footage of the groups showed that men spoke longer than women in the control condition, but men and women spoke for equal time in the intervention condition. This result was corroborated by participants’ self-report of their verbal participation in their group. |
|---|---|
| AbstractList | In STEM project group teams, men speak for more time (Meadows and Sekaquaptewa, in: Proceedings of ASEE annual conference, 2011 (See CR37)) and engage in more active technical participation than women, which can have negative long-term consequences (Cheryan et al. in Psychol Bull 143:1-35, 2017 (See CR12); Lord et al. in IEEE Trans Educ 54(4):610-618, 2011 (See CR32)). In the current study, we tested the effects of a brief counter-stereotypic video intervention on gender gaps in verbal participation on mixed-gender teams of STEM students (N = 143). Participants viewed either a control video of an engineering student team behaving in a gender stereotype-consistent way (men talked longer and presented more technical information than women) in a group presentation and group interview, or a gender counter-stereotypic intervention version (roles reversed) prior to engaging in their own STEM group project task in a laboratory setting. Analysis of video footage of the groups showed that men spoke longer than women in the control condition, but men and women spoke for equal time in the intervention condition. This result was corroborated by participants' self-report of their verbal participation in their group. In STEM project group teams, men speak for more time (Meadows and Sekaquaptewa, in: Proceedings of ASEE annual conference, 2011) and engage in more active technical participation than women, which can have negative long-term consequences (Cheryan et al. in Psychol Bull 143:1-35, 2017; Lord et al. in IEEE Trans Educ 54(4):610-618, 2011). In the current study, we tested the effects of a brief counter-stereotypic video intervention on gender gaps in verbal participation on mixed-gender teams of STEM students (N = 143). Participants viewed either a control video of an engineering student team behaving in a gender stereotype-consistent way (men talked longer and presented more technical information than women) in a group presentation and group interview, or a gender counter-stereotypic intervention version (roles reversed) prior to engaging in their own STEM group project task in a laboratory setting. Analysis of video footage of the groups showed that men spoke longer than women in the control condition, but men and women spoke for equal time in the intervention condition. This result was corroborated by participants' self-report of their verbal participation in their group. In STEM project group teams, men speak for more time (Meadows and Sekaquaptewa, in: Proceedings of ASEE annual conference, 2011 ) and engage in more active technical participation than women, which can have negative long-term consequences (Cheryan et al. in Psychol Bull 143:1–35, 2017 ; Lord et al. in IEEE Trans Educ 54(4):610–618, 2011 ). In the current study, we tested the effects of a brief counter-stereotypic video intervention on gender gaps in verbal participation on mixed-gender teams of STEM students (N = 143). Participants viewed either a control video of an engineering student team behaving in a gender stereotype-consistent way (men talked longer and presented more technical information than women) in a group presentation and group interview, or a gender counter-stereotypic intervention version (roles reversed) prior to engaging in their own STEM group project task in a laboratory setting. Analysis of video footage of the groups showed that men spoke longer than women in the control condition, but men and women spoke for equal time in the intervention condition. This result was corroborated by participants’ self-report of their verbal participation in their group. |
| Audience | Academic |
| Author | Sekaquaptewa, Denise Lewis, Neil A. Meadows, Lorelle A. |
| Author_xml | – sequence: 1 givenname: Neil A. orcidid: 0000-0001-7912-1689 surname: Lewis fullname: Lewis, Neil A. email: nlewisjr@cornell.edu organization: Department of Communication, Center for Health Equity, Center for the Study of Inequality, Roper Center for Public Opinion Research, Cornell University – sequence: 2 givenname: Denise surname: Sekaquaptewa fullname: Sekaquaptewa, Denise organization: Department of Psychology, University of Michigan – sequence: 3 givenname: Lorelle A. surname: Meadows fullname: Meadows, Lorelle A. organization: Pavlis Honors College, Michigan Technological University |
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| Snippet | In STEM project group teams, men speak for more time (Meadows and Sekaquaptewa, in: Proceedings of ASEE annual conference,
2011
) and engage in more active... In STEM project group teams, men speak for more time (Meadows and Sekaquaptewa, in: Proceedings of ASEE annual conference, 2011) and engage in more active... In STEM project group teams, men speak for more time (Meadows and Sekaquaptewa, in: Proceedings of ASEE annual conference, 2011 (See CR37)) and engage in more... |
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| SubjectTerms | Education Engineering Education Female-male relations Females Gender Gender Differences Group Behavior Intervention Males Modeling (Psychology) Personality and Social Psychology Sex Stereotypes Sociology of Education STEM Education Student Participation Teamwork Verbal Communication Video Technology Women |
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| Title | Modeling gender counter-stereotypic group behavior: a brief video intervention reduces participation gender gaps on STEM teams |
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