home - login - register

Journal Article Detail Page

Physical Review Physics Education Research
written by Katherine N. Quinn, Michelle M. Kelley, Kathryn L. McGill, Emily M. Smith, Zachary Whipps, and N. G. Holmes
Instructional labs are being transformed to better reflect authentic scientific practice, often by removing aspects of pedagogical structure to support student agency and decision making. We explored how these changes impact men's and women's participation in group work associated with labs through clustering methods on the quantified behavior of students. We compared the group roles students take on in two different types of instructional settings: (i) highly structured traditional labs, and (ii) less structured inquiry-based labs. Students working in groups in the inquiry-based (less structured) labs assumed different roles within their groups, however men and women systematically took on different roles and men behaved differently when in single- versus mixed-gender groups. We found no such systematic differences in role division among male and female students in the traditional (highly structured) labs. Students in the inquiry-based labs were not overtly assigned these roles, indicating that the inequitable division of roles was not a result of explicit assignment. Our results highlight the importance of structuring equitable group dynamics in educational settings, as a gendered division of roles can emerge without active intervention. As the culture in physics evolves to remove systematic gender biases in the field, instructors in educational settings must not only remove explicitly biased aspects of curricula but also take active steps to ensure that potentially discriminatory aspects are not inadvertently reinforced.
Physical Review Physics Education Research: Volume 16, Issue 1, Pages 010129
Subjects Levels Resource Types
Classical Mechanics
- General
Education - Applied Research
- Active Learning
= Cooperative Learning
= Inquiry Learning
- Learning Environment
- Recruitment
= Diversity
Education - Basic Research
- Behavior
= Social Interaction
- Sample Population
= Gender
- Societal Issues
= Gender Issues
General Physics
- Physics Education Research
- Lower Undergraduate
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Educators
- Professional/Practitioners
- Administrators
- Researchers
  • Currently 0.0/5

Want to rate this material?
Login here!


Formats:
application/pdf
text/html
Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 4.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevPhysEducRes.16.010129
NSF Number:
DUE-1836617
Keywords:
gender equity, inclusivity, physics identity, physics lab research, physics labs
Record Creator:
Metadata instance created June 15, 2020 by Lyle Barbato
Record Updated:
December 30, 2022 by Caroline Hall
Last Update
when Cataloged:
May 26, 2020
ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
K. Quinn, M. Kelley, K. McGill, E. Smith, Z. Whipps, and N. Holmes, , Phys. Rev. Phys. Educ. Res. 16 (1), 010129 (2020), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.16.010129).
AJP/PRST-PER
K. Quinn, M. Kelley, K. McGill, E. Smith, Z. Whipps, and N. Holmes, Group roles in unstructured labs show inequitable gender divide, Phys. Rev. Phys. Educ. Res. 16 (1), 010129 (2020), <https://doi.org/10.1103/PhysRevPhysEducRes.16.010129>.
APA Format
Quinn, K., Kelley, M., McGill, K., Smith, E., Whipps, Z., & Holmes, N. (2020, May 26). Group roles in unstructured labs show inequitable gender divide. Phys. Rev. Phys. Educ. Res., 16(1), 010129. Retrieved June 16, 2024, from https://doi.org/10.1103/PhysRevPhysEducRes.16.010129
Chicago Format
Quinn, K, M. Kelley, K. McGill, E. Smith, Z. Whipps, and N. Holmes. "Group roles in unstructured labs show inequitable gender divide." Phys. Rev. Phys. Educ. Res. 16, no. 1, (May 26, 2020): 010129, https://doi.org/10.1103/PhysRevPhysEducRes.16.010129 (accessed 16 June 2024).
MLA Format
Quinn, Katherine N., Michelle M. Kelley, Kathryn L. McGill, Emily M. Smith, Zachary Whipps, and Natasha G. Holmes. "Group roles in unstructured labs show inequitable gender divide." Phys. Rev. Phys. Educ. Res. 16.1 (2020): 010129. 16 June 2024 <https://doi.org/10.1103/PhysRevPhysEducRes.16.010129>.
BibTeX Export Format
@article{ Author = "Katherine N. Quinn and Michelle M. Kelley and Kathryn L. McGill and Emily M. Smith and Zachary Whipps and Natasha G. Holmes", Title = {Group roles in unstructured labs show inequitable gender divide}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {16}, Number = {1}, Pages = {010129}, Month = {May}, Year = {2020} }
Refer Export Format

%A Katherine N. Quinn %A Michelle M. Kelley %A Kathryn L. McGill %A Emily M. Smith %A Zachary Whipps %A Natasha G. Holmes %T Group roles in unstructured labs show inequitable gender divide %J Phys. Rev. Phys. Educ. Res. %V 16 %N 1 %D May 26, 2020 %P 010129 %U https://doi.org/10.1103/PhysRevPhysEducRes.16.010129 %O application/pdf

EndNote Export Format

%0 Journal Article %A Quinn, Katherine N. %A Kelley, Michelle M. %A McGill, Kathryn L. %A Smith, Emily M. %A Whipps, Zachary %A Holmes, Natasha G. %D May 26, 2020 %T Group roles in unstructured labs show inequitable gender divide %J Phys. Rev. Phys. Educ. Res. %V 16 %N 1 %P 010129 %8 May 26, 2020 %U https://doi.org/10.1103/PhysRevPhysEducRes.16.010129


Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.

Citation Source Information

The AIP Style presented is based on information from the AIP Style Manual.

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

The APA Style presented is based on information from APA Style.org: Electronic References.

The Chicago Style presented is based on information from Examples of Chicago-Style Documentation.

The MLA Style presented is based on information from the MLA FAQ.

Save to my folders

Contribute

Similar Materials