Teamwork, project or problem based learning, and other collaborative learning strategies are often presented as approaches that benefit women and other minorities during their studies in Science and Engineering fields of education. This is based on the assumption that underrepresented groups will respond positively to the social integration and cooperation encouraged by these learning methods. However, research also shows that gendered stereotypical presuppositions about attributes and interests can influence the performance of team members and the tasks developed, potentially providing opportunities to sexism, racism, and other exclusionary social behaviours.
Cruz Morena, S. I., Chance, S., & Bowe, B. (2023). Exploring Women’s Teamwork Experiences In Engineering Education: A Phenomenological Analysis. European Society for Engineering Education (SEFI). DOI: 10.21427/HYDG-MC82
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