卡拉脾气暴躁吗?分析同伴评价,探讨工程学学生团队中的微小诽谤和其他边缘化行为

IF 3.9 2区 工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH
Darryl A. Dickerson, Stephanie Masta, Matthew W. Ohland, Alice L. Pawley
{"title":"卡拉脾气暴躁吗?分析同伴评价,探讨工程学学生团队中的微小诽谤和其他边缘化行为","authors":"Darryl A. Dickerson,&nbsp;Stephanie Masta,&nbsp;Matthew W. Ohland,&nbsp;Alice L. Pawley","doi":"10.1002/jee.20606","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>Teamwork has become a central element of engineering education. However, the race- and gender-based marginalization prevalent in society is also prevalent in engineering student teams. These problematic dynamics limit learning opportunities, isolate historically marginalized students, and ultimately push students away from engineering, further reinforcing the demographic imbalances in the profession.</p>\n </section>\n \n <section>\n \n <h3> Purpose</h3>\n \n <p>While there are strategies to improve the experiences of marginalized students within teams, there are few tools for detecting marginalizing behaviors as they occur. The purpose of this work is to examine how peer evaluations collected as a normal part of an engineering course can be used as a window into team dynamics to reveal marginalization as it occurs.</p>\n </section>\n \n <section>\n \n <h3> Method</h3>\n \n <p>We used a semester of peer evaluation data from a large engineering course in which a team project is the central assignment and peer evaluation occurs four times during the course. We designed an algorithm to identify teams where marginalization may be occurring. We then performed qualitative analyses using a sociolinguistic analysis.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>Results show that the algorithm helps identify teams where marginalization occurs. Qualitative analyses of four illustrative cases demonstrated the stealth appearance and evolution of marginalization, providing strong evidence that hidden within language of peer evaluation are indicators of marginalization. Based on the wider dataset, we present a taxonomy (eight categories) of linguistic marginalization appearing in peer comments.</p>\n </section>\n \n <section>\n \n <h3> Conclusion</h3>\n \n <p>Both peer evaluation scores and the language used in peer evaluations can reveal team inequities and may serve as a near-real-time mechanism to interrupt marginalization within engineering teams.</p>\n </section>\n </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":3.9000,"publicationDate":"2024-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20606","citationCount":"0","resultStr":"{\"title\":\"Is Carla grumpy? Analysis of peer evaluations to explore microaggressions and other marginalizing behaviors in engineering student teams\",\"authors\":\"Darryl A. Dickerson,&nbsp;Stephanie Masta,&nbsp;Matthew W. Ohland,&nbsp;Alice L. Pawley\",\"doi\":\"10.1002/jee.20606\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>Teamwork has become a central element of engineering education. However, the race- and gender-based marginalization prevalent in society is also prevalent in engineering student teams. These problematic dynamics limit learning opportunities, isolate historically marginalized students, and ultimately push students away from engineering, further reinforcing the demographic imbalances in the profession.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Purpose</h3>\\n \\n <p>While there are strategies to improve the experiences of marginalized students within teams, there are few tools for detecting marginalizing behaviors as they occur. The purpose of this work is to examine how peer evaluations collected as a normal part of an engineering course can be used as a window into team dynamics to reveal marginalization as it occurs.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Method</h3>\\n \\n <p>We used a semester of peer evaluation data from a large engineering course in which a team project is the central assignment and peer evaluation occurs four times during the course. We designed an algorithm to identify teams where marginalization may be occurring. We then performed qualitative analyses using a sociolinguistic analysis.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results</h3>\\n \\n <p>Results show that the algorithm helps identify teams where marginalization occurs. Qualitative analyses of four illustrative cases demonstrated the stealth appearance and evolution of marginalization, providing strong evidence that hidden within language of peer evaluation are indicators of marginalization. Based on the wider dataset, we present a taxonomy (eight categories) of linguistic marginalization appearing in peer comments.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Conclusion</h3>\\n \\n <p>Both peer evaluation scores and the language used in peer evaluations can reveal team inequities and may serve as a near-real-time mechanism to interrupt marginalization within engineering teams.</p>\\n </section>\\n </div>\",\"PeriodicalId\":50206,\"journal\":{\"name\":\"Journal of Engineering Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.9000,\"publicationDate\":\"2024-06-18\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20606\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Engineering Education\",\"FirstCategoryId\":\"5\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1002/jee.20606\",\"RegionNum\":2,\"RegionCategory\":\"工程技术\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Engineering Education","FirstCategoryId":"5","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/jee.20606","RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

背景 团队合作已成为工程学教育的核心要素。然而,社会中普遍存在的基于种族和性别的边缘化现象在工程学学生团队中也很普遍。这些有问题的动态限制了学习机会,孤立了历史上被边缘化的学生,最终使学生远离工程学,进一步加剧了该专业的人口不平衡。 目的 虽然有一些策略可以改善边缘化学生在团队中的经历,但很少有工具可以在边缘化行为发生时发现它们。这项工作的目的是研究如何利用作为工程学课程正常组成部分收集的同学评价作为了解团队动态的窗口,以揭示正在发生的边缘化现象。 方法 我们使用了一门大型工程学课程一个学期的同行评价数据,在这门课程中,团队项目是中心作业,同行评价在课程中进行了四次。我们设计了一种算法来识别可能发生边缘化的团队。然后,我们使用社会语言学分析方法进行了定性分析。 结果 结果表明,该算法有助于识别出现边缘化现象的团队。对四个说明性案例的定性分析显示了边缘化的隐蔽出现和演变,提供了隐藏在同伴评价语言中的边缘化指标的有力证据。基于更广泛的数据集,我们对同行评价中出现的语言边缘化现象进行了分类(八个类别)。 结论 同行评价得分和同行评价中使用的语言都能揭示团队中的不公平现象,并可作为一种近乎实时的机制来阻断工程团队中的边缘化现象。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Is Carla grumpy? Analysis of peer evaluations to explore microaggressions and other marginalizing behaviors in engineering student teams

Is Carla grumpy? Analysis of peer evaluations to explore microaggressions and other marginalizing behaviors in engineering student teams

Background

Teamwork has become a central element of engineering education. However, the race- and gender-based marginalization prevalent in society is also prevalent in engineering student teams. These problematic dynamics limit learning opportunities, isolate historically marginalized students, and ultimately push students away from engineering, further reinforcing the demographic imbalances in the profession.

Purpose

While there are strategies to improve the experiences of marginalized students within teams, there are few tools for detecting marginalizing behaviors as they occur. The purpose of this work is to examine how peer evaluations collected as a normal part of an engineering course can be used as a window into team dynamics to reveal marginalization as it occurs.

Method

We used a semester of peer evaluation data from a large engineering course in which a team project is the central assignment and peer evaluation occurs four times during the course. We designed an algorithm to identify teams where marginalization may be occurring. We then performed qualitative analyses using a sociolinguistic analysis.

Results

Results show that the algorithm helps identify teams where marginalization occurs. Qualitative analyses of four illustrative cases demonstrated the stealth appearance and evolution of marginalization, providing strong evidence that hidden within language of peer evaluation are indicators of marginalization. Based on the wider dataset, we present a taxonomy (eight categories) of linguistic marginalization appearing in peer comments.

Conclusion

Both peer evaluation scores and the language used in peer evaluations can reveal team inequities and may serve as a near-real-time mechanism to interrupt marginalization within engineering teams.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Journal of Engineering Education
Journal of Engineering Education 工程技术-工程:综合
CiteScore
12.20
自引率
11.80%
发文量
47
审稿时长
>12 weeks
期刊介绍: The Journal of Engineering Education (JEE) serves to cultivate, disseminate, and archive scholarly research in engineering education.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信