Small group gender ratios impact biology class performance and peer evaluations

Area of Science:

• STEM Education
• Gender Studies in Science

Background:

• Women remain underrepresented in science, technology, engineering, and mathematics (STEM).
• Classroom microclimate significantly influences female student performance and interest in STEM.
• Promoting retention of women in STEM is crucial for equity and innovation.

Purpose of the Study:

• To investigate the impact of learning group gender composition on student outcomes.
• To analyze effects on course performance, social belonging, and peer evaluations.
• To understand how varying gender ratios influence the classroom microclimate.

Main Methods:

• Experimental manipulation of gender ratios in small (8-9 person) undergraduate biology learning groups.
• Data collection on course performance, sense of social belonging, and peer evaluations of intellectual contributions.
• Analysis across a spectrum of group compositions, from 0% to 100% female.

Main Results:

• Higher percentages of women in learning groups correlated with improved overall course performance for all students.
• Women in groups with higher female representation received more favorable peer evaluations.
• Increased female presence positively impacted both academic and social aspects of the learning environment.

Conclusions:

• Diverse gender composition in STEM learning groups benefits all students by enhancing performance.
• Promoting women's participation in STEM fosters a more inclusive and equitable academic environment.
• The study highlights a dual benefit: improved learning outcomes and positive social dynamics.