Gender Identity and Student Perceptions of Peer Research Aptitude in CUREs and Traditional Laboratory Courses in the Biological Sciences.

IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Cbe-Life Sciences Education Pub Date : 2023-12-01 DOI:10.1187/cbe.22-03-0054
David Esparza, Aimeé A Hernández-Gaytan, Jeffrey T Olimpo
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Abstract

While several studies have investigated gender inequities in the social learning environment of biology lecture courses, that same phenomenon remains largely unexplored in biology laboratory contexts. We conducted a mixed methods study to understand the influence of gender on student perceptions of their peers' research aptitude in introductory biology CUREs and traditional laboratory courses. Specifically, students (N = 125) were asked to complete a name generator survey at three time points across the semester. This survey asked students to list the names of peers whom they viewed as "most proficient" in the course investigations and to justify their choice via an open-ended response prompt. Using social network analysis, exponential random graph modeling (ERGM), and thematic analysis, we demonstrate that student gender identity did not influence nomination behaviors in CURE or traditional laboratory courses. However, the ERGMs reveal the presence of a popularity effect in CUREs and demonstrate that mutual nominations were more prevalent in traditional laboratory courses. Our qualitative data further provide insights into the reasons students nominated peers as proficient in CURE and traditional courses.

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性别认同与学生对生物科学治疗与传统实验课程中同侪研究能力的认知。
虽然有几项研究调查了生物学课堂的社会学习环境中的性别不平等,但在生物学实验室环境中,同样的现象在很大程度上仍未被探索。我们进行了一项混合方法研究,以了解性别对学生在生物学入门课程和传统实验课程中对同龄人研究能力的看法的影响。具体来说,学生(N = 125)被要求在整个学期的三个时间点完成一个名字生成器调查。这项调查要求学生列出他们认为在课程调查中“最精通”的同学的名字,并通过一个开放式的回答提示来证明他们的选择是正确的。通过社会网络分析、指数随机图模型(ERGM)和专题分析,我们发现学生性别认同对CURE或传统实验课程的提名行为没有影响。然而,ergm揭示了在CUREs中存在流行效应,并表明相互提名在传统的实验课程中更为普遍。我们的定性数据进一步揭示了学生提名同龄人精通CURE和传统课程的原因。
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来源期刊
Cbe-Life Sciences Education
Cbe-Life Sciences Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
6.50
自引率
13.50%
发文量
100
审稿时长
>12 weeks
期刊介绍: CBE—Life Sciences Education (LSE), a free, online quarterly journal, is published by the American Society for Cell Biology (ASCB). The journal was launched in spring 2002 as Cell Biology Education—A Journal of Life Science Education. The ASCB changed the name of the journal in spring 2006 to better reflect the breadth of its readership and the scope of its submissions. LSE publishes peer-reviewed articles on life science education at the K–12, undergraduate, and graduate levels. The ASCB believes that learning in biology encompasses diverse fields, including math, chemistry, physics, engineering, computer science, and the interdisciplinary intersections of biology with these fields. Within biology, LSE focuses on how students are introduced to the study of life sciences, as well as approaches in cell biology, developmental biology, neuroscience, biochemistry, molecular biology, genetics, genomics, bioinformatics, and proteomics.
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