Male Students in Female-Dominated Study Programs: Perceived Diversity Climate in Gender-Mixed Computer-Supported Collaborative Learning
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| Title: | Male Students in Female-Dominated Study Programs: Perceived Diversity Climate in Gender-Mixed Computer-Supported Collaborative Learning |
|---|---|
| Language: | English |
| Authors: | Jennifer Raimann (ORCID |
| 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 |
| 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. |
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| ISSN: | 1475-7257 1475-7257 |
| DOI: | 10.1177/14757257241246599 |
