| Title: |
Male Students in Female-Dominated Study Programs: Perceived Diversity Climate in Gender-Mixed Computer-Supported Collaborative Learning |
| Language: |
English |
| Authors: |
Jennifer Raimann (ORCID 0000-0002-7123-1936); Natalia Reich-Stiebert; Jan-Bennet Voltmer; Stefan Stürmer |
| Source: |
Psychology Learning and Teaching. 2025 24(1):20-37. |
| Availability: |
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: |
Y |
| Page Count: |
18 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
College Freshmen; Males; Computer Assisted Instruction; Cooperative Learning; Student Diversity; Disproportionate Representation; Educational Environment; Academic Achievement; Introductory Courses; Psychology; Blended Learning; Achievement Gains; Self Efficacy; Outcomes of Education; Foreign Countries |
| Geographic Terms: |
Germany |
| DOI: |
10.1177/14757257241246599 |
| ISSN: |
1475-7257; 1475-7257 |
| Abstract: |
Background: Male students' achievements in female-dominated study programs have garnered limited research attention. This study investigates the relationship between psychology students' perceived diversity climate and their learning outcomes in a gender-mixed computer-supported collaborative learning (CSCL) course in introductory psychology. Our main hypotheses were that the diversity climate-learning outcome relationships would be stronger for male (gender minority) than for female students (gender majority). Methods: This study used data from a large sample of university first-year students at a blended learning university (n = 1,172, 75% female) with three points of measurement in a 9-week CSCL assignment. Findings: Moderated-mediation regression analyses confirmed that students' perceptions of the diversity climate in their CSCL group were significantly related to gains in online learning self-efficacy among male, but not female students. Furthermore, by increasing gains in self-efficacy, climate perceptions also translated into better quiz performance among male students. Contributions: This study shows that for men perceived diversity climate is a significant determinant of their individual learning outcomes. This calls for paying more attention to the minority perspectives of males in female-dominated psychological programs to better understand why this is the case. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1470764 |
| Database: |
ERIC |