论文标题
在混合性别和全女性实验室组中可用角色的初步证据
Preliminary evidence for available roles in mixed-gender and all-women lab groups
论文作者
论文摘要
实验室教学期间的小组工作可能是男女学生之间不平等的根源。在这项初步研究中，我们探讨了男女学生在丹麦一所大学的实验室会议上进行的活动。与许多研究不同，该课程是多数女性的，因此七组中的三个都是女性，其余的则是混合性别。我们发现，混合性别群体的学生以与北美机构的混合性别群体相似的方式划分任务，男人在处理设备和女性处理计算机的频率更高。我们还发现，单个性别群体中的女性以大约相等的频率扮演的每个可用角色，但是单性别群体的女性在设备上花费的时间比混合性别群体的学生多。我们通过后结构性别理论以及在物理实验室中的“做物理学”和“做性别”的概念来解释结果。
Group work during lab instruction can be a source of inequity between male and female students. In this preliminary study, we explored the activities male and female students take on during a lab session at a university in Denmark. Different from many studies, the class was majority-female, so three of the seven groups were all female and the rest were mixed-gender. We found that students in mixed-gender groups divide tasks in similar ways to mixed-gender groups at North American institutions, with men handling the equipment and women handling the computer more often. We also found that women in single-gender groups took on each of the available roles with approximately equal frequency, but women in single-gender groups spent more time on the equipment than students in mixed-gender groups. We interpret the results through poststructual gender theory and the notion of `doing physics' and `doing gender' in physics labs.
