Classrooms Matter: The Design of Virtual Classrooms Influences Gender Disparities in Computer Science Classes

Autor/inn/en	Cheryan, Sapna; Meltzoff, Andrew N.; Kim, Saenam
Titel	Classrooms Matter: The Design of Virtual Classrooms Influences Gender Disparities in Computer Science Classes
Quelle	In: Computers & Education, 57 (2011) 2, S.1825-1835 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2011.02.004
Schlagwörter	Computer Science Education; Females; Virtual Classrooms; Gender Differences; Introductory Courses; Attitude Change; Computer Simulation; Computer Assisted Instruction; Electronic Learning; Instructional Design; Educational Technology; Distance Education; Student Attitudes; College Students; College Instruction; Educational Strategies; Design Preferences; Expectation; Stereotypes + Suchen Sie Ihr Suchwort? Computer science lessons; Informatikunterricht; Weibliches Geschlecht; Geschlechterkonflikt; Einführungskurs; Attitudinal change; Einstellungsänderung; Computergrafik; Computersimulation; Computer based training; Computerunterstützter Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtsmedien; Distance study; Distance learning; Fernunterricht; Schülerverhalten; Collegestudent; Hochschullehre; Lehrstrategie; Design requirements; Gestaltungsmittel; Expectancy; Erwartung; Klischee
Abstract	Three experiments examined whether the design of virtual learning environments influences undergraduates' enrollment intentions and anticipated success in introductory computer science courses. Changing the design of a virtual classroom--from one that conveys current computer science stereotypes to one that does not--significantly increased women's interest and anticipated success in computer science. Effects occurred even when the learning material, gender of the professor and gender ratio of the classmates were identical, isolating the physical environment as a key determinant of women's choices and expectations. Men's interest and anticipated success were not similarly affected by the environmental changes. Statistical analyses indicated that gender disparities in interest and anticipated success in the stereotypically designed classroom were mediated by women's lower sense of belonging in that environment. Changing the design of virtual learning environments may be a vehicle that universities can use to signal belonging to a wider net of students, and thus increase students' likelihood of enrolling and succeeding in those classes. (Contains 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10