Gender Differences in Student Participation in an Active-Learning Classroom.

Area of Science:

• STEM Education
• Biology Education Research

Background:

• Active-learning pedagogy is increasingly adopted in higher education to enhance student engagement.
• Limited research exists on gender-specific participation differences in active-learning STEM courses.
• Understanding classroom participation is crucial for promoting equity in STEM fields.

Purpose of the Study:

• To investigate gender-specific differences in student participation across various categories in an introductory active-learning biology course.
• To examine the relationship between participation, academic performance, scientific self-efficacy, and gender identity salience.

Main Methods:

• Observational study over two semesters in an introductory biology course at a large university.
• Categorization of student participation into seven distinct types.
• Collection of student grades and administration of a postcourse survey on self-efficacy and gender identity.

Main Results:

• Men demonstrated higher participation rates than expected across most categories, particularly in voluntary responses post-small group discussions.
• Women reported lower scientific self-efficacy and higher salience of their gender identity compared to men.
• Observed participation gaps suggest active learning alone does not automatically create an equitable environment.

Conclusions:

• Active learning strategies require careful implementation to ensure equitable participation for all genders in STEM.
• Instructors must actively employ inclusive teaching methods to encourage broader student engagement.
• Addressing gender disparities in STEM requires more than just pedagogical shifts; it necessitates fostering inclusive classroom cultures.