Binghamton Research Days Student Presentations
The Relationship Between Perception of Gender Diversity and Learning and Growth in Small Groups
The Relationship Between Perception of Gender Diversity and Learning and Growth in Small Groups
Molly Battaglia (First-year, Chemistry and Biology); Yumi Otsu (Graduate, MPA & Dickinson Research Team); Casey Glaab (Staff, Dickinson Research Team); Sara Reiter (faculty, School of Management); Dina Layish (Faculty, School of Management); Thomas Kelly (Faculty School of Management)
Molly Battaglia (First-year, Chemistry and Biology); Yumi Otsu (Graduate, MPA & Dickinson Research Team); Casey Glaab (Staff, Dickinson Research Team); Sara Reiter (faculty, School of Management); Dina Layish (Faculty, School of Management); Thomas Kelly (Faculty School of Management)
Mentor: Kimberly Jaussi, School of Management, Center for Leadership Studies, & Dickinson Research Team
Mentor: Kimberly Jaussi, School of Management, Center for Leadership Studies, & Dickinson Research Team
Abstract
Research has shown that gender diversity impacts both the learning and success of groups. On average, female- dominated and gender diverse groups perform better than male-dominated groups (Hansen et al., 2015). The results reflected by this research illustrate the influence gender has on diversity and working with groups. There is already data to support that female inclusion in small groups leads to an increased range of knowledge and skill sets, improved team collaboration and performance (Hoogendoorn et al., 2013), innovation, and overall success (Ritter-Hayashi et al., 2019). The purpose of this study is to determine if there is correlation between group learning and group diversity with gender as a moderator, and to study how a student’s gender may impact their perception of diversity. It is hypothesized that diversity increases learning while working in groups and that gender moderates these two variables. Research on student perception of diversity in an educational setting (Binghamton University School of Management) showed that the relationship between diversity and group learning experiences did not depend on gender. However, there was a positive correlation of 0.58 (p<0.01) between diversity and group learning experiences.
Abstract
Research has shown that gender diversity impacts both the learning and success of groups. On average, female- dominated and gender diverse groups perform better than male-dominated groups (Hansen et al., 2015). The results reflected by this research illustrate the influence gender has on diversity and working with groups. There is already data to support that female inclusion in small groups leads to an increased range of knowledge and skill sets, improved team collaboration and performance (Hoogendoorn et al., 2013), innovation, and overall success (Ritter-Hayashi et al., 2019). The purpose of this study is to determine if there is correlation between group learning and group diversity with gender as a moderator, and to study how a student’s gender may impact their perception of diversity. It is hypothesized that diversity increases learning while working in groups and that gender moderates these two variables. Research on student perception of diversity in an educational setting (Binghamton University School of Management) showed that the relationship between diversity and group learning experiences did not depend on gender. However, there was a positive correlation of 0.58 (p<0.01) between diversity and group learning experiences.