Meta-analysis of gender performance gaps in undergraduate natural science courses

Sara Odom; Halle Boso; Scott Bowling; Sara Brownell; Sehoya Cotner; Catherine Creech; Abby Grace Drake; Sarah Eddy; Sheritta Fagbodun; Sadie Hebert; Avis C. James; Jan Just; Justin R.St Juliana; Michele Shuster; Seth K. Thompson; Richard Whittington; Bill D. Wills; Alan E. Wilson; Kelly R. Zamudio; Min Zhong; Cissy J. Ballen

doi:10.1187/cbe.20-11-0260

Meta-analysis of gender performance gaps in undergraduate natural science courses

Sara Odom, Halle Boso, Scott Bowling, Sara Brownell, Sehoya Cotner, Catherine Creech, Abby Grace Drake, Sarah Eddy, Sheritta Fagbodun, Sadie Hebert, Avis C. James, Jan Just, Justin R.St Juliana, Michele Shuster, Seth K. Thompson, Richard Whittington, Bill D. Wills, Alan E. Wilson, Kelly R. Zamudio, Min ZhongCissy J. Ballen

Research output: Contribution to journal › Article › peer-review

11 Scopus citations

Abstract

To investigate patterns of gender-based performance gaps, we conducted a meta-analysis of published studies and unpublished data collected across 169 undergraduate biology and chemistry courses. While we did not detect an overall gender gap in performance, heterogeneity analyses suggested further analysis was warranted, so we investigated whether attributes of the learning environment impacted performance disparities on the basis of gender. Several factors moderated performance differences, including class size, assessment type, and pedagogy. Specifically, we found evidence that larger classes, reliance on exams, and undisrupted, traditional lecture were associated with lower grades for women. We discuss our results in the context of natural science courses and conclude by making recommendations for instructional practices and future research to promote gender equity.

Original language	English
Article number	ar40
Journal	CBE Life Sciences Education
Volume	20
Issue number	3
DOIs	https://doi.org/10.1187/cbe.20-11-0260
State	Published - 1 Sep 2021
Externally published	Yes

ASJC Scopus subject areas

Education
General Biochemistry, Genetics and Molecular Biology

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1187/cbe.20-11-0260

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Odom, S., Boso, H., Bowling, S., Brownell, S., Cotner, S., Creech, C., Drake, A. G., Eddy, S., Fagbodun, S., Hebert, S., James, A. C., Just, J., Juliana, J. R. S., Shuster, M., Thompson, S. K., Whittington, R., Wills, B. D., Wilson, A. E., Zamudio, K. R., ... Ballen, C. J. (2021). Meta-analysis of gender performance gaps in undergraduate natural science courses. CBE Life Sciences Education, 20(3), Article ar40. https://doi.org/10.1187/cbe.20-11-0260

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title = "Meta-analysis of gender performance gaps in undergraduate natural science courses",

abstract = "To investigate patterns of gender-based performance gaps, we conducted a meta-analysis of published studies and unpublished data collected across 169 undergraduate biology and chemistry courses. While we did not detect an overall gender gap in performance, heterogeneity analyses suggested further analysis was warranted, so we investigated whether attributes of the learning environment impacted performance disparities on the basis of gender. Several factors moderated performance differences, including class size, assessment type, and pedagogy. Specifically, we found evidence that larger classes, reliance on exams, and undisrupted, traditional lecture were associated with lower grades for women. We discuss our results in the context of natural science courses and conclude by making recommendations for instructional practices and future research to promote gender equity.",

author = "Sara Odom and Halle Boso and Scott Bowling and Sara Brownell and Sehoya Cotner and Catherine Creech and Drake, {Abby Grace} and Sarah Eddy and Sheritta Fagbodun and Sadie Hebert and James, {Avis C.} and Jan Just and Juliana, {Justin R.St} and Michele Shuster and Thompson, {Seth K.} and Richard Whittington and Wills, {Bill D.} and Wilson, {Alan E.} and Zamudio, {Kelly R.} and Min Zhong and Ballen, {Cissy J.}",

note = "Publisher Copyright: {\textcopyright} 2021 S. Odom et al. CBE—Life Sciences Education.",

year = "2021",

month = sep,

day = "1",

doi = "10.1187/cbe.20-11-0260",

language = "English",

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Odom, S, Boso, H, Bowling, S, Brownell, S, Cotner, S, Creech, C, Drake, AG, Eddy, S, Fagbodun, S, Hebert, S, James, AC, Just, J, Juliana, JRS, Shuster, M, Thompson, SK, Whittington, R, Wills, BD, Wilson, AE, Zamudio, KR, Zhong, M & Ballen, CJ 2021, 'Meta-analysis of gender performance gaps in undergraduate natural science courses', CBE Life Sciences Education, vol. 20, no. 3, ar40. https://doi.org/10.1187/cbe.20-11-0260

TY - JOUR

T1 - Meta-analysis of gender performance gaps in undergraduate natural science courses

AU - Odom, Sara

AU - Boso, Halle

AU - Bowling, Scott

AU - Brownell, Sara

AU - Cotner, Sehoya

AU - Creech, Catherine

AU - Drake, Abby Grace

AU - Eddy, Sarah

AU - Fagbodun, Sheritta

AU - Hebert, Sadie

AU - James, Avis C.

AU - Just, Jan

AU - Juliana, Justin R.St

AU - Shuster, Michele

AU - Thompson, Seth K.

AU - Whittington, Richard

AU - Wills, Bill D.

AU - Wilson, Alan E.

AU - Zamudio, Kelly R.

AU - Zhong, Min

AU - Ballen, Cissy J.

PY - 2021/9/1

Y1 - 2021/9/1

N2 - To investigate patterns of gender-based performance gaps, we conducted a meta-analysis of published studies and unpublished data collected across 169 undergraduate biology and chemistry courses. While we did not detect an overall gender gap in performance, heterogeneity analyses suggested further analysis was warranted, so we investigated whether attributes of the learning environment impacted performance disparities on the basis of gender. Several factors moderated performance differences, including class size, assessment type, and pedagogy. Specifically, we found evidence that larger classes, reliance on exams, and undisrupted, traditional lecture were associated with lower grades for women. We discuss our results in the context of natural science courses and conclude by making recommendations for instructional practices and future research to promote gender equity.

AB - To investigate patterns of gender-based performance gaps, we conducted a meta-analysis of published studies and unpublished data collected across 169 undergraduate biology and chemistry courses. While we did not detect an overall gender gap in performance, heterogeneity analyses suggested further analysis was warranted, so we investigated whether attributes of the learning environment impacted performance disparities on the basis of gender. Several factors moderated performance differences, including class size, assessment type, and pedagogy. Specifically, we found evidence that larger classes, reliance on exams, and undisrupted, traditional lecture were associated with lower grades for women. We discuss our results in the context of natural science courses and conclude by making recommendations for instructional practices and future research to promote gender equity.

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SN - 1931-7913

VL - 20

JO - CBE Life Sciences Education

JF - CBE Life Sciences Education

IS - 3

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ER -

Meta-analysis of gender performance gaps in undergraduate natural science courses

Abstract

ASJC Scopus subject areas

UN SDGs

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