My paper (with co-first author Gregor Siegmund) focused on classroom participation is now available in CBE—Life Sciences Education. We observed a large, introductory biology course and demonstrate that men participate more in the classroom than expected based on class composition. (We show this is also true across the different types of participation we observed.) Additionally, we use course surveys to show that women in the course report lower scientific self-efficacy and higher salience of gender identity than men.
The paper is open access and available here: https://www.lifescied.org/doi/10.1187/cbe.19-03-0048
Stepfanie M. Aguillon, PhD 