Gender diversity signals inclusivity, but meta-analyses suggest that it does not boost individual or group performance. This research examined whether a social-psychological intervention can unlock the benefits of gender diversity on college physics students’ social and academic outcomes. Analyses of 124 introductory physics classrooms at a large research institution in the eastern United States ( N = 3,605) indicated that in classrooms doing “business as usual,” cross-gender collaboration was infrequent, there was a substantial gender gap in physics classroom belonging, and classroom gender diversity had no effect on performance. The ecological-belonging intervention aimed to establish classroom norms that adversity in the course is normal and surmountable. In classrooms receiving the intervention, cross-gender interaction increased 51%, the gender gap in belonging was reduced by 47%, and higher classroom diversity was associated with higher course grades and 1-year grade point average for both men and women. Addressing contextual belongingness norms may help to unlock the benefits of diversity.

中文翻译：

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释放性别多样性的好处：生态归属干预如何提高科学课堂的表现

性别多样性标志着包容性，但荟萃分析表明，它并不能提高个人或群体的表现。这项研究探讨了社会心理干预是否可以释放性别多样性对大学物理学生的社会和学术成果的好处。对美国东部一家大型研究机构的 124 个入门物理课堂（N = 3,605）的分析表明，在“一切照旧”的课堂中，跨性别合作很少见，物理课堂归属感存在很大的性别差距，课堂性别多样性对表现没有影响。生态归属干预旨在建立课堂规范，即课程中的逆境是正常的且可以克服的。在接受干预的课堂中，跨性别互动增加了 51%，归属感中的性别差距缩小了 47%，更高的课堂多样性与更高的课程成绩和男性和女性 1 年平均绩点相关。解决情境归属感规范可能有助于释放多样性的好处。