The DOI matches its Crossref record.
Gender and teamwork: an analysis of professors’ perspectives and practices
Abstract
Teamwork is increasingly seen as an important component of engineering education programmes. Yet, prior research has shown that there are numerous ways in which teamwork is gendered, and can lead to negative experiences for women students. This article presents the first interview findings on professors’ perspectives on gender and teamwork. Semi-structured interviews were conducted with 39 engineering professors to determine what and how they thought about gender in engineering and engineering education. For this article, the parts of the interviews about teamwork are analysed. We conclude that professors need tools to help them facilitate gender-inclusive teamwork, and those tools must address the beliefs that they already hold about teamwork. The findings raise questions about the adoption of evidence-based instructional practices and suggest current teamwork practices may exacerbate gender inequalities in engineering.
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“Students' self-efficacy and their exposure to STEM domains can lead to choosing a STEM career, which belongs to the behavioral theme [14], [25], [26].”
From FIRST High-School Students and FIRST Graduates: STEM Exposure and Career Choices (2022) · cites this paper as [25]
In the citing paper
“When participation in the program starts at an early age, it has the potential to reduce gender, racial, and socioeconomic gaps, as well as to motivate students to pursue higher education and careers in STEM domains [25], [26].”
From FIRST High-School Students and FIRST Graduates: STEM Exposure and Career Choices (2022) · cites this paper as [25]
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Cited by
FIRST High-School Students and FIRST Graduates: STEM Exposure and Career Choices
Rocker Yoel, S., & Dori, Y. J. (2022) · IEEE Transactions on Education · doi:10.1109/te.2021.3104268 · Cited by 36
“Students’ self-efficacy and their exposure to STEM domains can lead to choosing a STEM career, which belongs to the behavioral theme [14], [25], [26].”
Metadata
- Authors
- Beddoes, K., & Panther, G.
- Affiliations
- University of Massachusetts Lowell (US)
- Oregon State University (US)
- Corresponding author
- Beddoes, Kacey
- Venue
- European Journal of Engineering Education
- Publisher
- Informa UK Limited
- Published
- 2017-08-20
- Volume
- 43
- Issue
- 3
- Pages
- 330-343
- ISSN
- 0304-3797 (ISSN-L)
- 1469-5898
- OpenAlex
- W2746136564
- Cited by
- 65
- References
- 0
- Citations by year
- 2026: 3 · 2025: 6 · 2024: 13 · 2023: 7 · 2022: 11 · 2021: 7 · 2020: 8 · 2019: 8 · 2018: 1 · 2017: 1
- FWCI
- 11.28
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- European Journal of Engineering Education (publishedVersion)
- Funders
- National Science Foundation (1564571])
- Division of Engineering Education and Centers
- Topics
- Social Sciences › Psychology › Applied Psychology › Career Development and Diversity
- Social Sciences › Education › Engineering Education and Pedagogy
- Social Sciences › Gender Studies › Gender and Technology in Education
- Keywords
- gender, teamwork, engineering education, gender inequality in engineering, female students, gender-inclusive teaching, evidence-based instructional practices, faculty beliefs
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Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
