Building gender inclusivity. Disentangling the influence of classroom demography on classroom participation.

Autor/inn/en	Opie, Tina R.; u.a.
Titel	Building gender inclusivity. Disentangling the influence of classroom demography on classroom participation.
Quelle	In: Higher education, 77 (2019) 1, S. 37-58Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	deutsch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0018-1560; 1573-174X
DOI	10.1007/s10734-018-0245-2
Schlagwörter	Gender Mainstreaming; Frau; Frauenanteil; Geschlechterforschung; Wissenschaft; Frauenstudien
Abstract	Despite increased attention on women in business, concerns abound regarding the extent to which business schools are creating inclusive learning environments that support the leadership development of both male and female students. Using an organizational demography lens, we investigate the interactive effects of student gender, faculty gender, and classroom demography on class participation. We focus on class participation as it is essential to students' overall learning and development especially concerning leadership. Our findings demonstrate that student and faculty demography interacts with context in unexpected ways to affect participation. Specifically, when women students are in the minority and have a female professor, they receive higher participation grades, particularly as class size decreases. The findings from this study have important implications for business school faculty and administrators as they work to build more inclusive learning environments which support all students' development as leaders. (HRK / Abstract übernommen).
Erfasst von	Hochschulrektorenkonferenz, Bonn
Update	2019/3