非结构化实验室中的小组角色显示出不公平的性别分工
Group roles in unstructured labs show inequitable gender divide
摘要：
教学实验室正在进行改造，以更好地反映真实的科学实践，通常通过删除教学结构的方面，以支持学生的代理和决策。我们探讨了这些变化如何影响男性和女性参与与实验室相关的小组工作，通过聚类方法对学生的量化行为。我们比较了学生在两种不同类型的教学环境中所扮演的群体角色：（1）高度结构化的传统实验室，（2）结构化程度较低的基于探究的实验室。在基于调查（结构较少）的实验室中，学生们在小组中扮演不同的角色，然而，男性和女性系统地扮演不同的角色，男性在单一性别与混合性别的小组中表现不同。我们发现，在传统的（高度结构化的）实验室中，男女学生的角色分工没有这样的系统性差异。在探究式实验室中的学生没有被公开分配这些角色，这表明不公平的角色分工不是明确分配的结果。我们的研究结果强调了在教育环境中构建公平的群体动态的重要性，因为性别角色分工可以在没有积极干预的情况下出现。随着物理学文化的发展，消除了该领域的系统性性别偏见，教育环境中的教师不仅必须消除课程中明显存在偏见的方面，而且还必须采取积极措施，确保潜在的歧视性方面不会无意中得到加强。
英文摘要：
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; (1) highly structured traditional labs, and (2) 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.
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