It is critical that we understand and address features of learning environments that encumber students historically underrepresented in STEM fields. Here we consider social elements of group work that can either support or impede learning. We tracked gender-bias in student–teaching assistant (TA) interactions in 184 small groups across 27 introductory chemistry laboratories in fall 2017. We demonstrate that in some environments male students interacted with TAs disproportionately more than female students. To promote verbal participation of women in introductory chemistry courses, we advocate for improved TA training programs that teach a host of equitable teaching strategies to enhance the climate of the classrooms and consequently, improve learning. Fostering a structured, inclusive classroom environment is the first step towards achieving equity more broadly across STEM.

中文翻译：

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需要结构化的学习环境以促进公平参与

了解并解决学习环境的特征是至关重要的，这种学习环境阻碍了STEM领域历来代表性不足的学生。在这里，我们考虑可以支持或阻碍学习的小组工作的社会要素。我们在2017年秋季追踪了27个入门化学实验室中184个小组中学生与教学助理（TA）互动中的性别偏见。我们证明，在某些环境下，男生与TA的互动比女生多得多。为了促进妇女口头参与化学入门课程，我们提倡改进TA培训计划，该计划应教授一系列公平的教学策略，以改善教室的氛围并因此改善学习。培养有条理的，