View in EDS

Male Students in Female-Dominated Study Programs: Perceived Diversity Climate in Gender-Mixed Computer-Supported Collaborative Learning

Saved in:
Bibliographic Details
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
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1470764
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Male Students in Female-Dominated Study Programs: Perceived Diversity Climate in Gender-Mixed Computer-Supported Collaborative Learning
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Jennifer+Raimann%22">Jennifer Raimann</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7123-1936">0000-0002-7123-1936</externalLink>)<br /><searchLink fieldCode="AR" term="%22Natalia+Reich-Stiebert%22">Natalia Reich-Stiebert</searchLink><br /><searchLink fieldCode="AR" term="%22Jan-Bennet+Voltmer%22">Jan-Bennet Voltmer</searchLink><br /><searchLink fieldCode="AR" term="%22Stefan+Stürmer%22">Stefan Stürmer</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Psychology+Learning+and+Teaching%22"><i>Psychology Learning and Teaching</i></searchLink>. 2025 24(1):20-37.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 18
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22College+Freshmen%22">College Freshmen</searchLink><br /><searchLink fieldCode="DE" term="%22Males%22">Males</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Instruction%22">Computer Assisted Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Diversity%22">Student Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Disproportionate+Representation%22">Disproportionate Representation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Introductory+Courses%22">Introductory Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology%22">Psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Blended+Learning%22">Blended Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Gains%22">Achievement Gains</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Germany%22">Germany</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/14757257241246599
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1475-7257<br />1475-7257
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1470764
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1470764
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/14757257241246599
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 20
    Subjects:
      – SubjectFull: College Freshmen
        Type: general
      – SubjectFull: Males
        Type: general
      – SubjectFull: Computer Assisted Instruction
        Type: general
      – SubjectFull: Cooperative Learning
        Type: general
      – SubjectFull: Student Diversity
        Type: general
      – SubjectFull: Disproportionate Representation
        Type: general
      – SubjectFull: Educational Environment
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Introductory Courses
        Type: general
      – SubjectFull: Psychology
        Type: general
      – SubjectFull: Blended Learning
        Type: general
      – SubjectFull: Achievement Gains
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Germany
        Type: general
    Titles:
      – TitleFull: Male Students in Female-Dominated Study Programs: Perceived Diversity Climate in Gender-Mixed Computer-Supported Collaborative Learning
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Jennifer Raimann
      – PersonEntity:
          Name:
            NameFull: Natalia Reich-Stiebert
      – PersonEntity:
          Name:
            NameFull: Jan-Bennet Voltmer
      – PersonEntity:
          Name:
            NameFull: Stefan Stürmer
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 1475-7257
            – Type: issn-electronic
              Value: 1475-7257
          Numbering:
            – Type: volume
              Value: 24
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Psychology Learning and Teaching
              Type: main
ResultId 1