Dave,
In my opinion, the problem isn't the group formation. Yes, the key to
forming groups is heterogeneous composition. All resources should be
equally distributed across groups. Resources can be defined by
perspectives and ways of thinking. For example, it is critical that each
group be composed of the same liabilities and assets. Gender, age,
ethnicity, year in school, and any other special characteristics
(accounting majors, competence, etc.) should be equally distributed across
all groups. HOWEVER, even if EVERY group was composed of four males and 1
female, you could likely predict similar outcomes as those you
describe--especially if the groups have not adequately prepared peer
evaluation procedures and criteria. INDIVIDUAL ACCOUNTABILITY is
critical! Individuals must be accountable to the group. WHY don't the
male students value the input of the female student? Ego? Is the female
student under-prepared for the RATs? One way for the female student to
regain power in the group is to over-prepare for the next RAT. If the male
members are not including or respecting the female student, I would
recommend that you intervene and discuss the importance of team
dynamics. Facilitate the group discussion but let the students work out
the details.
Students do not have to like each other to participate effectively in
groups, BUT, they must RESPECT one another.
My two cents.
-Derek
At 01:07 PM 9/21/2004, Dave Moewes wrote:
>Hello Everyone ...
>
>I am teaching principles of economics using TBL. Each group has 5 -6
>members. Gender was not used as a factor in
>determining group membership.
>
>Yesterday a female student came to talk with me and was upset with the
>dynamics within her group -- made up of 4 other males and herself. Class
>averages, team averages, and unidentified individual scores have been
>provided for the two RATS quizzes that have been given so far. This
>student did not do very well in the first quiz and apparently the males in
>the group shared their scores so that they were able to figure out the
>female student's score. This was unfortunate since they then discounted
>most of her comments and either ignored her attempts at participation or
>patronized her remarks. When results were passed out for the second quiz
>(again, no personally identifiable results), the males asked her directly
>what score she received. Even though such a question is highly
>inappropriate, she felt she had to answer or be totally isolated within the
>group.
>
>Obviously, the class score sheets are having exactly the opposite effect of
>what was intended -- for this particular group. Instead of providing
>useful information and some incentive to improve, the information has been
>used against one of the group members.
>
>I think that there may be a different dynamic, a more competitive
>environment in male dominated groups and I am wondering if, in the future,
>gender should be taken into consideration to provide more of a balance? I
>indicated to the student that part of the peer review involved questions
>about other team members facilitating learning within the group and that
>the behavior of the males in the group was not advancing that goal.
>
>This student does not want to be transferred to a different group. Any
>suggestions or comments on how this problem should be addressed?
>
>Thanks.
>
>Dave Moewes
>
>
>To be enlightened is to be one with all living things.
>Zen Master Dogen
>
>"Only a life lived for others is a life worthwhile."
>Albert Einstein
>
>"To accomplish great things, we must dream as well as act."
>Anatole France (1844 - 1924)
>
>Only the educated are free.
>Epictetus (55 AD - 135 AD), Discourses
>
>David S. Moewes
>Professor/Economics
>Concordia College
>Moorhead, Minnesota USA 56562
>
>Telephone: 218 299 3488
>FAX: 218 299 4277
>
>http://www.cord.edu/faculty/moewes
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