Review of Sandra Ingram & Anne Parker Gender and Collaboration: Communication Styles in the Engineering Classroom. Halifax: Fernwood Publishing, 2002. 125 pages.
Notice bibliographique
Résumé
Insights into inter-gender interactions were gained from the analysis of the behaviour of the lone women in each of the two male-dominated groups. In these observations, there was clear evidence that women in male-dominated groups experienced the "culture of engineering" and exhibited behaviour characteristic of their gender roles. In one of the dysfunctional groups, "Carol" was the only responsible and competent team member, but she was also the only woman on the team. Instead of complaining to the professor about her teammates, who did very little work and indulged in sexist humour, she was instead overly accommodating. She was almost apologetic when attempting to get the rest of the team on track, and when it was obvious that they weren't going to do their work, she ended up taking on their share of the workload, in order to avoid any conflicts. The other lone woman in a male-dominated group was "Melissa," who was chronically plagued with self-doubt and very low self-confidence, despite the fact that she was academically stronger than most of her fellow team members. The quality of the research in Gender and Collaboration is high, as it is rigorous. The writing style is clear and concise. The book opens the door to many other exciting research possibilities, and fellow researchers will certainly find it valuable. In addition to the insight on the effects of gender on professional interpersonal interactions, Gender and Collaboration also includes a very good analysis of the general requirements for successful teamwork. Perhaps engineering students can benefit from this book's detailed description of effective collaboration skills, and in addition, the book can alert students to gender issues. The book is also certainly useful for instructors, as it contains specific recommendations on how to encourage effective teamwork, and how to ensure the inclusion of women.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,002 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».