Literaturnachweis - Detailanzeige
| Autor/inn/en | Cox, Anthony; Fisher, Maryanne |
|---|---|
| Titel | A Qualitative Investigation of an All-Female Group in a Software Engineering Course Project |
| Quelle | In: Journal of Information Technology Education, 7 (2008), S.1-20 (20 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1547-9714 |
| Schlagwörter | Group Membership; Females; Computer Software; Information Technology; Engineering; Educational Technology; Classroom Environment; Educational Experience; Qualitative Research; Teaching Methods; Academic Persistence; Enrollment |
| Abstract | Past research suggests that single-sex educational environments provide many benefits to women's learning. Similarly, as indicated by their under-representation, it is known that there are problems in attracting and subsequently retaining women in information technology disciplines. In an effort to improve the enrollment and retention of women, we created a partial single-sex environment during a third-year university software engineering course. This course involved a multi-phase, one term group project, for which we assigned group membership based on sex, resulting in five men's groups and one women's group. Thus, in accordance with suggested practice, we employed an integrative approach where single-sex activities were integrated in a mixed-sex classroom environment. At the end of the term, the women voluntarily completed a survey about their experiences with their single-sex group, as compared to their experiences in mixed-sex groups in other courses. Here we qualitatively present the survey results, along with suggestions for educators who may wish to implement similar strategies with the intention of improving the educational experience for female undergraduates in disciplines where they are under-represented. In general, our findings show that women enjoyed the experience and that it allowed them to develop further confidence in their abilities, as compared to their experiences in mixed-sex groups. With respect to learning, the women felt that because they were more comfortable with group members they were more willing to attempt new tasks and reported instances of high levels of cooperation. Consequently, we propose that better experiences may lead to improved retention of female students in these disciplines. To assist instructors who wish to employ a similar approach, we provide a discussion of our experiences and the lessons we learned. We believe that the successful application of single-sex activities in a mixed-sex classroom is founded on effective communication and monitoring. Instructors must be able to communicate their intentions to the students, rapidly identify and remedy any problems that occur, and be aware of actions that could lead to the development or strengthening of stereotypes. However, despite the challenge in using single-sex activities, the benefits were encouragingly positive and worth the effort. (As Provided). |
| Anmerkungen | Informing Science Institute. 131 Brookhill Court, Santa Rosa, CA 95409. Tel: 707-537-2211; Fax: 480-247-5724; Web site: http://JITE.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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