Diversity in computing majors: how gender, sociability and personality can affect team performance?
Resumo
For teams of students to perform most effectively, it is important to understand the patterns related to group formation, including diversity factors. In majors related to computing, this is especially relevant since those are typically less diverse in factors such as gender and social background. This paper explores the association between academic performance and diversity in the context of gender, sociability, and personality. Data on in-class social connections, gender, cross-sectional emotions, team formation, and grades were collected from 15 classes (n = 634) of graduate and undergraduate students of Information Systems, Computer Engineering, and Master's degree in Applied Computing. The influence of each diversity aspect was assessed using linear regression models. Statistical data analysis shows performance improvement for social and personality diversity in teams. The analysis was inconclusive regarding the contribution of gender diversity to the performance of teams.
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Sousa, A. P. d. (2017). Desigualdades nas trajetórias entre meninos e meninas nos anos finais do ensino fundamental da ride-df: uma análise dos dados do censo escolar 2012-2016.
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Sun, L., Hu, L., and Zhou, D. (2022). Programming attitudes predict computational thinking: Analysis of differences in gender and programming experience. Computers & Education, 181:104457.
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Zhong, B., Wang, Q., Chen, J., and Li, Y. (2016). An exploration of three-dimensional integrated assessment for computational thinking. Journal of Educational Computing Research, 53(4):562–590.
Álvaro Justen (2010). Classificação de gênero em nomes brasileiros, com base em dados do censo de 2010. [link]. Accessed: 2020-06-30.
Atmatzidou, S. and Demetriadis, S. (2016). Advancing students’ computational thinking skills through educational robotics: A study on age and gender relevant differences. Robotics and Autonomous Systems, 75:661–670.
Blum, A., Hopcroft, J., and Kannan, R. (2017). Foundations of Data Science.
Bordim, C. F., Baggio, D. K., Cintra, R. F., and Ribeiro, I. (2019). Desempenho acadêmico e moradia estudantil: Variáveis que afetam os estudantes da universidade federal da grande dourados.
Brindley, J. E., Blaschke, L. M., and Walti, C. (2009). Creating effective collaborative learning groups in an online environment. International Review of Research in Open and Distributed Learning, 10(3).
Burt, R. S. et al. (2005). Brokerage and closure: An introduction to social capital. Oxford university press.
Cheek, J. M. and Buss, A. H. (1981). Shyness and sociability. Journal of personality and social psychology, 41(2):330.
Chikersal, P., Tomprou, M., Kim, Y. J., Woolley, A. W., and Dabbish, L. (2017). Deep structures of collaboration: physiological correlates of collective intelligence and group satisfaction. In Proceedings of the 2017 ACM Conference on Computer Supported Cooperative Work and Social Computing, pages 873–888.
Ciampone, M. H. T. and Peduzzi, M. (2000). Trabalho em equipe e trabalho em grupo no programa de saúde da família. Revista Brasileira de Enfermagem, 53(SPE):143–147.
Curseu, P. L., Chappin, M. M. H., and Jansen, R. J. G. (2018). Gender diversity and motivation in collaborative learning groups: the mediating role of group discussion quality. Social Psychology of Education, 21(2):289–302.
da F. Costa, L., Rodrigues, F. A., Travieso, G., and Boas, P. R. V. (2007). Characterization of complex networks: A survey of measurements. Advances in Physics, 56(1):167–242.
Fagundes, C. V., Luce, M. B., and Rodriguez Espinar, S. (2014). O desempenho acadêmico como indicador de qualidade da transição ensino médio-educação superior. Ensaio: avaliação e políticas públicas em educação, 22(84):635–669.
Fleury, M. T. L. (2000). Gerenciando a diversidade cultural: experiências de empresas brasileiras. Revista de Administração de Empresas, 40:18–25.
Gerbeth, S., Stamouli, E., and Mulder, R. H. (2022). The relationships between emotional competence and team learning behaviours. Educational Research Review, page 100439.
Gomes-Jr, L. (2019). In-class social networks and academic performance: how good connections can improve grades. In XXXIV Brazilian Symposium on Databases, pages 25–36. SBC.
Greenberg-Lake (1994). Shortchanging Girls, Shortchanging America: Executive Summary: a Nationwide Poll that Assesses Self-esteem, Educational Experiences, Interest in Math and Science, and Career Aspirations of Girls and Boys Ages 9-15. American Association of University Women.
Harrison, D. A. and Klein, K. J. (2007). What’s the difference? diversity constructs as separation, variety, or disparity in organizations. Academy of management review, 32(4):1199–1228.
Lee, C. and Wong, C.-S. (2019). The effect of team emotional intelligence on team process and effectiveness. Journal of Management & Organization, 25(6):844–859.
Lim, S. L. and Bentley, P. J. (2019). Diversity improves teamwork: Optimising teams using a genetic algorithm. In CEC, pages 2848–2855. IEEE.
Lopes, J. M. R., SOUSA, L., and SANTOS, M. (2020). Fatores associados ao desempenho acadêmico de estudantes de licenciatura em Educação Física do Ceará no ENADE. Revista Educação & Linguagem, 7:62–74.
Michaelsen, L. K. and Sweet, M. (2008). The essential elements of team-based learning. New directions for teaching and learning, 2008(116):7–27.
Myers, A. (2003). O valor da diversidade racial nas empresas. Estudos afro-asiáticos, 25:483–515.
Oramas, J. E. (2016). Driven by difference: How great companies fuel innovation through diversity. Journal of Multidisciplinary Research, 8(2):77.
Pieterse, V., Leeu, M., and van Eekelen, M. C. J. D. (2018). How personality diversity influences team performance in student software engineering teams. In ICTAS, pages 1–6. IEEE.
Resende, D. G., Gomes-Jr, L. C., and Berardi, R. C. G. (2020). A influência da diversidade de gênero e da sociabilidade no desempenho acadêmico de equipes de estudantes de graduação em computação-uma análise preliminar. In Anais do XXXI Simpósio Brasileiro de Informática na Educação , pages 1363–1372. SBC.
Rocha, A. L. d. P., Leles, C. R., and Queiroz, M. G. (2018). Fatores associados ao desempenho acadêmico de estudantes de nutrição no enade. Revista brasileira de Estudos pedagógico , 99(251):74–94.
SBC (2019). Educação superior em educação - estatísticas 2019. [link]. Accessed: 2021-05-10.
Shannon, C. E. (1948). A mathematical theory of communication. The Bell system technical journal, 27(3):379–423.
Sousa, A. P. d. (2017). Desigualdades nas trajetórias entre meninos e meninas nos anos finais do ensino fundamental da ride-df: uma análise dos dados do censo escolar 2012-2016.
Sun, L., Hu, L., Yang, W., Zhou, D., and Wang, X. (2021). Stem learning attitude predicts computational thinking skills among primary school students. Journal of Computer Assisted Learning, 37(2):346–358.
Sun, L., Hu, L., and Zhou, D. (2022). Programming attitudes predict computational thinking: Analysis of differences in gender and programming experience. Computers & Education, 181:104457.
Van Knippenberg, D. and Schippers, M. C. (2007). Work group diversity. Annu. Rev. Psychol., 58:515–541.
Vieira, C. C., Soares, A. C. R., and Ribeiro, S. F. (2017). Incentivos à igualdade de gênero: estudo de caso de uma comunidade formada somente por mulheres da área de tecnologia. In Anais do XI Women in Information Technology. SBC.
Vygotsky, L. S. (1980). Mind in society: The development of higher psychological processes. Harvard university press.
Zhong, B., Wang, Q., Chen, J., and Li, Y. (2016). An exploration of three-dimensional integrated assessment for computational thinking. Journal of Educational Computing Research, 53(4):562–590.
Álvaro Justen (2010). Classificação de gênero em nomes brasileiros, com base em dados do censo de 2010. [link]. Accessed: 2020-06-30.
Publicado
04/11/2024
Como Citar
RESENDE, Danilo G.; BERARDI, Rita; GOMES-JR, Luiz.
Diversity in computing majors: how gender, sociability and personality can affect team performance?. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 35. , 2024, Rio de Janeiro/RJ.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2024
.
p. 1602-1616.
DOI: https://doi.org/10.5753/sbie.2024.242231.
