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A Systematized Review: Gender and Race in Teamwork in Undergraduate Engineering Classrooms

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2019 ASEE Annual Conference & Exposition


Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

October 19, 2019

Conference Session

Women in Engineering Division Technical Session 2

Tagged Division

Women in Engineering

Tagged Topic


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Paper Authors


Behzad Beigpourian Purdue University, West Lafayette

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Behzad Beigpourian is a Ph.D. student and Research Assistant in Engineering Education at Purdue University. He earned his master’s in Structural Engineering from Shahid Chamran University in Iran, and his bachelor’s in Civil Technical Teacher from Shahid Rajaee Teacher Training University in Iran, Tehran. He has been official Technical Teacher at Ministry of Education in Iran from 2007 to 2018, and received many certificate in education such as Educational Planning, Developing Research Report, and Understanding School Culture. During these years, he has taught construction courses in several technical schools. Mr. Beigpourian currently works in the CATME project, which is NSF funding project, on optimizing teamwork skills and assessing the quality of Peer Evaluations.

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Matthew W. Ohland Purdue University-Main Campus, West Lafayette (College of Engineering) Orcid 16x16

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Matthew W. Ohland is Professor of Engineering Education at Purdue University. He has degrees from Swarthmore College, Rensselaer Polytechnic Institute, and the University of Florida. His research on the longitudinal study of engineering students, team assignment, peer evaluation, and active and collaborative teaching methods has been supported by the National Science Foundation and the Sloan Foundation and his team received Best Paper awards from the Journal of Engineering Education in 2008 and 2011 and from the IEEE Transactions on Education in 2011 and 2015. Dr. Ohland is an ABET Program Evaluator for ASEE. He was the 2002–2006 President of Tau Beta Pi and is a Fellow of the ASEE, IEEE, and AAAS.

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Teamwork is an essential skill for undergraduate engineering students, and engineering instructors often form teams in the classrooms. However, many factors can affect the effectiveness of teamwork. One factor that could affect the result of teaming is the diversity in teams. Although team diversity could increase creativity and innovation in teams, if not managed well, it could also have negative consequences for teams. Of the various forms of diversity, race and gender have received the most attention in the literature, likely because they provide visual cues to teammates. In this study, we conducted a systematized literature review related to the race and gender in teamwork. To do this systematized literature review we followed the procedure suggested by Borrego, Foster, and Froyd [1]. We searched four different databases including Compendex, Scopus, ERIC, and Education Source. We found 224 articles and used 18 articles for this systematized literature review. We found women and minorities can be affected by working in teams by the perception of professors and students, mode of collaboration and communication, leadership style, team formation strategies, and peer evaluation. We also suggested how we can increase the effectiveness of teamwork in diverse teams.

Beigpourian, B., & Ohland, M. W. (2019, June), A Systematized Review: Gender and Race in Teamwork in Undergraduate Engineering Classrooms Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32011

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