''Can I Drop It This Time?'' Gender and Collaborative Group Dynamics in an Engineering Design-Based Afterschool Program

Autor/inn/en	Schnittka, Jessica; Schnittka, Christine
Titel	''Can I Drop It This Time?'' Gender and Collaborative Group Dynamics in an Engineering Design-Based Afterschool Program
Quelle	In: Journal of Pre-College Engineering Education Research, 6 (2016) 2, Artikel 1 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2157-9288
DOI	10.7771/2157-9288.1120
Schlagwörter	After School Programs; Group Dynamics; Active Learning; Student Projects; STEM Education; Discourse Analysis; Cooperative Learning; Engineering Education; Design; Middle School Students; Science Education; Grade 6; Grade 7; Single Sex Classes; Heterogeneous Grouping; Gender Differences; Cultural Differences; Middle Schools; Males; Females; Sex Role + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Gruppendynamik; Aktives Lernen; Schulprojekt; STEM; Diskursanalyse; Kooperatives Lernen; Ingenieurausbildung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Naturwissenschaftliche Bildung; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Single-sex classes; Single-sex schools; Single sex schools; Getrenntgeschlechtliche Erziehung; Schule; Geschlechterkonflikt; Kultureller Unterschied; Male; Männliches Geschlecht; Weibliches Geschlecht; Geschlechterrolle
Abstract	The 21st century has brought an increasing demand for expertise in science, technology, engineering, and math (STEM). Although strides have been made towards increasing gender diversity in several of these disciplines, engineering remains primarily male dominated. In response, the U.S. educational system has attempted to make engineering curriculum more engaging, informative, and welcoming to girls. Specifically, project-based and design-based learning pedagogies promise to make engineering interesting and accessible for girls while enculturating them into the world of engineering and scientific inquiry. Outcomes for girls learning in these contexts have been mixed. The purpose of this study was to explore how cultural gender norms are navigated within informal K-12 engineering contexts. We analyzed video of single- and mixed-gender collaborative groups participating in Studio STEM, a design-based, environmentally themed afterschool program that took place in a rural community. Discourse analysis was used to interpret interactional styles within and across groups. Discrepancies were found regarding functional and cultural characteristics of groups based on gender composition. Single-gender groups adhered more closely to social gender norms. For example, the boys group was characterized by overt hierarchies, whereas the girls group outwardly displayed solidarity and collaboration. In contrast, characteristics of interactional styles within mixed gender groups strayed from social gender norms, and stylistic differences across group types were greater for girls than for boys. Learning outcomes indicated that girls learned more in mixed-gender groups. Our results support the use of mixed-gender collaborative learning groups in engineering education yet uncover several challenges. We close with a discussion of implications for practitioners. (As Provided).
Anmerkungen	Purdue University Press. Stewart Center Room 370, 504 West State Street, West Lafayette, IN 47907. Tel: 800-247-6553; Fax: 419-281-6883; e-mail: pupress@purdue,edu; Web site: http://docs.lib.purdue.edu/jpeer/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01