Barriers to Full Participation in Team-Based Learning in STEM

• In Event: Equity in Computer Science and Engineering Education

Abstract

This research paper addresses student experiences in collaborative projects in engineering education. Using survey data, we estimated path analytic models to investigate students’ concerns regarding being heard in project teams, and other racialized and gendered performance expectations, on patterns of task allocation in student project teams. We find that gender minoritized students are more likely to approach team experiences with concerns about being heard, self-doubt, and reservations about speaking up in team settings. We posit that such concerns shape students’ interactions, including the social process of allocating tasks on project teams, which we consider to be central to understanding students’ learning in collaborative learning experiences.

Authors

• Trevion S. Henderson, Tufts University
  Presenting Author

• Robin Fowler, University of Michigan
  Presenting Author