Newly Created Heterogeneous Groups

2014 ◽  
pp. 224-235 ◽  
Author(s):  
Theodore E. Davis
Keyword(s):  
Problem Solving ◽  
Group Process ◽  
Gender Diversity ◽  
Homogeneous Groups ◽  
Heterogeneous Groups ◽  
Business Course ◽  
Academic Grades ◽  
Upper Level ◽  
And Gender ◽  
Racially Mixed

The primary purpose of this study is to investigate the influence of racial and gender diversity on group process and problem solving in an academic setting. The importance of this dynamic is its value in preparing students for the workplace. The supposition is if heterogeneous groups had enough time to resolve group process conflicts, they could significantly increase their performance on group tasks (Davis, 2012). Moreover, their later performance on tasks should exceed the performance of the homogeneous groups (Davis, 2012). However, how much time, as well as tasks, does it take heterogeneous groups to start to exceed the performance of the homogenous groups? Data for the study was collected from upper-level undergraduate male and female students registered in a sixteen-week business course taught by one instructor at a large university in a metropolitan city in the northeastern United States. There were five racially mixed groups of seven members in the four sections of the course. During this period, group members met frequently for a series of case analyses. Only balanced heterogeneous groups significantly enhanced their groups’ performance on complicated problem-solving tasks over time. They exceeded the performance of all homogeneous groups, except that of the Black American female homogeneous groups. Ultimately, the academic grades of the balanced heterogeneous groups as well as their individual members were in the upper half of all grades issued.

Newly Created Heterogeneous Groups

2016 ◽  
pp. 2213-2222
Author(s):  
Theodore E. Davis Jr.
Keyword(s):  
Problem Solving ◽  
Group Process ◽  
Gender Diversity ◽  
Homogeneous Groups ◽  
Heterogeneous Groups ◽  
Business Course ◽  
Academic Grades ◽  
Upper Level ◽  
And Gender ◽  
Racially Mixed

The primary purpose of this study is to investigate the influence of racial and gender diversity on group process and problem solving in an academic setting. The importance of this dynamic is its value in preparing students for the workplace. The supposition is if heterogeneous groups had enough time to resolve group process conflicts, they could significantly increase their performance on group tasks (Davis, 2012). Moreover, their later performance on tasks should exceed the performance of the homogeneous groups (Davis, 2012). However, how much time, as well as tasks, does it take heterogeneous groups to start to exceed the performance of the homogenous groups? Data for the study was collected from upper-level undergraduate male and female students registered in a sixteen-week business course taught by one instructor at a large university in a metropolitan city in the northeastern United States. There were five racially mixed groups of seven members in the four sections of the course. During this period, group members met frequently for a series of case analyses. Only balanced heterogeneous groups significantly enhanced their groups' performance on complicated problem-solving tasks over time. They exceeded the performance of all homogeneous groups, except that of the Black American female homogeneous groups. Ultimately, the academic grades of the balanced heterogeneous groups as well as their individual members were in the upper half of all grades issued.

Heterogeneous vs. Homogeneous Groups

2012 ◽  
Vol 3 (1) ◽  
pp. 40-50 ◽  
Author(s):  
Theodore E. Davis
Keyword(s):  
Problem Solving ◽  
Group Process ◽  
Gender Diversity ◽  
Homogeneous Groups ◽  
Business Courses ◽  
Heterogeneous Groups ◽  
Academic Grades ◽  
And Performance ◽  
And Gender ◽  
Racially Mixed

The primary purpose of this study is to investigate the influence of racial and gender diversity on group process and problem solving in an academic setting. The importance of this dynamic is its value in preparing students for the workplace. The supposition is if a group is homogeneous, commitment and performance is improved. Data for the study was collected from upper-level undergraduate male and female students, registered in two sixteen week business courses taught by one instructor, at a large university in a metropolitan city in the northeastern United States. There were five racially mixed groups of seven members in each of the four sections of the two courses. During this period, group members met frequently for class projects, including a series of case analyses. Only balanced heterogeneous groups significantly enhanced their groups’ performance on complicated problem-solving tasks over time. They exceeded the performance of all homogeneous groups, except that of the black American female homogeneous groups. Ultimately, the academic grades of the balanced heterogeneous groups as well as their individual members were in the upper half of all grades issued.

Personal Problem Solving of Partners in Divorce Proceedings

2015 ◽  
Vol 36 (1) ◽  
pp. 82-103 ◽  
Author(s):  
Tereza Soukupova ◽  
Petr Goldmann
Keyword(s):  
Gender Differences ◽  
Problem Solving ◽  
Thematic Apperception Test ◽  
Scoring Systems ◽  
Personal Control ◽  
Personality Characteristics ◽  
Personal Problem ◽  
Thematic Apperception ◽  
And Gender ◽  
The Given

Abstract. The Thematic Apperception Test is one of the most frequently administered apperceptive techniques. Formal scoring systems are helpful in evaluating story responses. TAT stories, made by 20 males and 20 females in the situation of legal divorce proceedings, were coded for detection and comparison of their personal problem solving ability. The evaluating instrument utilized was the Personal Problem Solving System-Revised (PPSS-R) as developed by G. F. Ronan. The results indicate that in relation to card 1, men more often than women saw the cause of the problem as removable. With card 6GF, women were more motivated to resolve the given problem than were men, women had a higher personal control and their stories contained more optimism compared to men’s stories. In relation to card 6BM women, more often than men, used emotions generated from the problem to orient themselves within the problem. With card 13MF, the men’s level of stress was less compared to that of the women, and men were more able to plan within the context of problem-solving. Significant differences in the examined groups were found in those cards which depicted significant gender and parental potentials. The TAT can be used to help identify personality characteristics and gender differences.

Graduate Students' Perceptions of Ethnic and Gender Diversity

2013 ◽  
Author(s):  
Diana Zarb ◽  
Ryan F. Birch ◽  
David Gleave ◽  
Winston Seegobin ◽  
Joel Perez
Keyword(s):  
Graduate Students ◽  
Gender Diversity ◽  
And Gender

The Co-Occurrence of Autism and Gender Diversity

2020 ◽  
pp. 197-211
Author(s):  
Jill C. Fodstad ◽  
Rebecca Elias ◽  
Shivali Sarawgi
Keyword(s):  
Gender Dysphoria ◽  
Gender Diversity ◽  
Gender Nonconforming ◽  
Medical Interventions ◽  
Gender Diverse ◽  
Nonbinary Gender ◽  
Psychiatric Conditions ◽  
The Common ◽  
And Gender

Gender diversity refers to gender expressions and/or gender identity experiences that vary from the common experiences of gender. Gender-diverse people may be gender nonconforming, gender nonbinary, gender fluid, gender exploring, transgender, and so forth. Some gender-diverse individuals experience gender dysphoria and/or gender incongruence and may require gender-affirming supports, including gender-affirming medical interventions. The co-occurrence of autism and gender diversity has been highlighted in a series of studies internationally as well as through rich community expressions. Studies in gender-referred individuals reveal high rates of autism traits as well as high rates of existing autism diagnoses. Studies in autistic populations reveal greater gender diversity characteristics. The long-term course of gender diversity in autistic individuals is poorly understood. Clinical guidelines have been developed for adolescents with the co-occurrence, but much work remains: No gender-related measures have been developed and tested for use in neurodiverse populations, no programs exist to support gender-diverse neurodiverse adults, and little is known about co-occurring mental health profiles, risks, or protective factors for people with the co-occurrence. The inclusion of this chapter on co-occurring autism and gender diversity within a book on “co-occurring psychiatric conditions” is problematic, because gender diversity is not a “psychiatric condition,” but instead a form of human diversity. The diagnosis of Gender Dysphoria is useful only insomuch as it allows individuals to obtain necessary gender-related supports. The authors’ choice to include this chapter in this book reflects a compromise, motivated by the need for educating both autism and gender specialists in this common co-occurrence.

Sign in / Sign up

Export Citation Format

Share Document