Mixed-gender Teams Research Articles

Female creators, directors and screenwriters in TV fiction production in Spain (2000 to 2020): gender inequality and characteristics of the roles

ABSTRACT This study analyses gender inequality in TV fiction production in Spain regarding the three key positions of responsibility, namely creators, directors, and screenwriters, and the characteristics of these roles. Firstly, we recorded the gender of all the individuals identified in the sample, which consists of all television series (N = 546) broadcast from 2000 to 2020 on free-to-air television and streaming platforms. Secondly, the series in which women were involved were studied across years, channels, coverage, and genres. The results reveal that women are underrepresented in all three positions, averaging 31%. Although women creators have the highest rate of gender inequality, they have benefited the most from the arrival of streaming platforms in 2016. Furthermore, women predominantly work in mixed-gender teams with a male majority and rarely do they work solely or in all-female teams, especially among screenwriters.

Do Gender-Diverse Teams Deliver Better Operational Performance: An Experimental Study

The routines-based approach to operations management emphasizes the role of routines in operational performance. However, little is known about how gender diversity in teams could alter coordination and change behaviors of team members, potentially impacting performance. In this study, we report on two laboratory experiments that induce routines to assess the stability of coordination and adaptability to organizational changes across mixed-gender teams of varying diversity and empirically examine operational performance via routines. Based on frequentist and Bayesian statistical approaches, our findings reveal that compared to other mixed-gender teams, balanced-gender teams (a) attain stability in routines faster, (b) exhibit varying levels of adaptability to internal and external changes, and (c) deliver better economic benefits via resource- and time-efficiencies under normal and change conditions, and this is attributable to their higher pace of routine formation. We find the operational-performance effect more prominent in situations of change than in normal conditions. Alongside our theoretical contributions, our study has several implications for management and effective operations management in terms of team composition, hiring, and staffing decisions.

Effects of cooperative learning on gender equality education in university students

Background: Coeducation in university settings is essential for fostering an inclusive, equitable, and diverse learning environment. In this regard, cooperative learning could play a crucial role in promoting coeducation by fostering collaboration, communication, and mutual understanding between male and female students. Thus, the aim of this study was to assess the effects of cooperative learning on gender equality and cooperative skills in students. Methods: The design of the study was quasi-experimental with quantitative pre- and post-test measures. The sample was comprised of 60 students (female = 30, male = 30, age: 19,97 ± 1,21 years) enrolled in the 2nd grade of Sport Sciences, distributed into two groups (control and experimental). The Competencies Scale for Gender Equality Education (CEIG) and the Questionnaire for the Analysis of Cooperative Learning in Higher Education (ACOES) were implemented before and after the intervention in both groups. The experimental group participated in 7 volleyball lessons executed that followed a methodology grounded in Cooperative Learning, specifically using the Jigsaw method, which ensured the formation of mixed-gender teams. A Mann-Whitney U test was carried out to verify the intergroup effect of the intervention. Results: The experimental group significantly improved in 2 out of 3 dimensions of the CEIG and in 5 out of the 7 dimensions of the ACOES. Conclusions: Teaching collective sports like volleyball through a cooperative model, specifically with the Jigsaw method and including mixed teams, significantly contributes to improving not only cooperative teamwork skills but also gender equality in education. Key Words: didactics, volleyball, teamwork, coeducation, Jigsaw method, gender

Knowledge Exchange Networks: Does Gender Matter?

Gender diversity in knowledge exchange networks can be a source of innovation in organizations as it provides new insights that improve the creative process. Diversity literature provides enough evidence of the importance of utilizing mixed-gender teams to gain innovative outcomes. However, in knowledge management literature, gender diversity has been scarcely addressed. Knowledge management literature happens to be dominant, and there is a need to study the impact of gender diversity in knowledge creation processes and networks. This theoretical paper links the diversity literature to knowledge management literature and provides new understandings by considering gender as an important factor in the knowledge creation process. This paper contributes to the literature by emphasizing on exploring knowledge exchange relationships through a feminist perspective. Feminist perspective is also missing in knowledge management literature; thus, by making gender an important consideration in the socialization phase of the knowledge creation process, this paper provides a diverse perspective in knowledge management literature. Furthermore, this paper presents a conceptual model of gender-diverse knowledge exchange networks that shows the inclusion of women in knowledge exchange networks enhances the effectiveness of teams. Women are being neglected when it comes to inclusion in knowledge creating networks because of in-group bias against men and the stereotypical perception of women’s lack of technical and innovative knowledge. This paper sheds light on the importance of women's inclusion in knowledge exchange networks by emphasizing the vitality of diversity in creating knowledge and innovation in collaborative networks and teams in organizations.

Impact of gender composition of academic teams on disruptive output

Intergender collaboration is becoming increasingly common in academia. However, the impact of team gender structures on innovation remains unknown. Using data from the American Physical Society, this study applies the disruption index to measure the relationship between gender composition and innovation performance. The results show that compared with single-gender teams, moderate inter-gender collaboration has a greater potential to produce disruptive knowledge and must be adopted by scientific teams. Specifically, the types of innovation in mixed-gender teams are affected by the gender composition. If the proportion of female scholars and their participation increase in a mixed-gender team, it can positively contribute to disruptive performance. If female scientists are placed on a male-dominated team, they may function as consolidation representatives. The robustness results indicate that the conclusions also apply to male scientists. The results suggest that males and females have no significant physiological differences in innovation and that the key is to find a gender balance in collaboration. Based on the theories of similarity-attraction and cognitive diversity, the reasons for the differences between female and male scientists may be team atmosphere and their roles in collaboration. This study can serve as a reference for policymakers and funders when building teams to achieve disruptive discoveries.

Financing Organic Farming through Crowdfunding: Is the Wisdom of Crowds More Supportive for Mixed Gender Teams?

Financing Organic Farming through Crowdfunding: Is the Wisdom of Crowds More Supportive for Mixed Gender Teams?

Girls in the combined cadet force: a qualitative exploration of the impact of their experiences on their graduate employability skills

PurposeEvery year several thousand female cadets participate in the Combined Cadet Force (CCF) in the UK, but little is known about the impact that this experience has on the subsequent employability of the female cadets. This study aimed to understand the perceptions of academic teenage girls from one all-female unit of their participation in CCF and the personal benefit or otherwise in relation to their ultimate employability.Design/methodology/approachThis qualitative study used semi-structured interviews to explore the experiences of 10 young women who had participated in CCF for at least three years. Data were analysed using a thematic analysis.FindingsParticipants were effusive about the transformative effects of CCF in relation to personal confidence, recognising transferable skills and raising personal aspiration, all key elements to employability, particularly for women. They also considered they had gained future workplace advantage having had opportunity to trial leadership strategies in mixed gender teams, an experience unavailable elsewhere to them. Loyalty to the contingent pervaded every discussion and the importance of team goals, although this level of selfless commitment may be detrimental to employability, subsuming their personal interests to the greater good.Originality/valueResearch into the benefit or otherwise of teenage girls' extra-curricular activities is scarce, and this is the first study, to the authors' knowledge, that explores the perceptions of the impact their time in CCF had on their graduate employability skills.

“A Group of Guys is Enough to Really Scare Me in General”: Sexual Minorities’ Vetting of Athletic Spaces

Athletic spaces are often perceived as unwelcoming by sexual minority (SM) athletes, contributing to disparities in sports persistence in early adulthood. Further examination of how SM navigate decisions about sports participation during the transition to college is needed to develop and maintain inclusive campus athletic offerings, including recreational sports. By analyzing interview data from 23 SM college students, we found that SM find supportive athletic community through important vetting of these spaces prior to initiation. SM look at two aspects of a program's makeup—its’ values and visible diversity of its members—through one's own personal “vibe check” either in-person or online. SM men in particular look for gender “outsiders,” as all-male spaces threaten their perceived safety. Among those who had previously dropped out of sports, finding mixed-gender teams through this vetting process provided promise for an eventual return to sport, highlighting the importance of recreational sports in engaging underrepresented groups of athletes.

Economic beliefs and perceptions of mixed-gender teams

Is there an association between economic beliefs and perceptions of the efficacy of mixed-gender teams? We approach this question for Latin America using the 2018 Latinobarometer survey. One of the questions in the survey asks respondents if they believe mixed-gender teams in the workplace produce better, worse, or equal results than teams formed exclusively by men. A different question in the same survey asks respondents about their attitudes towards international trade. We explore the relationship between the answers to these two questions. Because women and men bring different skills, points of view, and experiences to a team, pro-trade individuals may be inclined to identify these differences as comparative advantages, and regard mixed-gender teams as the spaces that make the profitable exchange of these advantages possible. Thus, pro-trade individuals may be more likely to perceive mixed-gender teams as more effective than teams formed exclusively by men. Our findings support this theory.

Gender-diverse teams produce more novel and higher-impact scientific ideas

Science's changing demographics raise new questions about research team diversity and research outcomes. We study mixed-gender research teams, examining 6.6 million papers published across the medical sciences since 2000 and establishing several core findings. First, the fraction of publications by mixed-gender teams has grown rapidly, yet mixed-gender teams continue to be underrepresented compared to the expectations of a null model. Second, despite their underrepresentation, the publications of mixed-gender teams are substantially more novel and impactful than the publications of same-gender teams of equivalent size. Third, the greater the gender balance on a team, the better the team scores on these performance measures. Fourth, these patterns generalize across medical subfields. Finally, the novelty and impact advantages seen with mixed-gender teams persist when considering numerous controls and potential related features, including fixed effects for the individual researchers, team structures, and network positioning, suggesting that a team's gender balance is an underrecognized yet powerful correlate of novel and impactful scientific discoveries.

WHO invents what? Women’s participation in patenting activity in Spain

PurposeRecent years have seen increased participation by women in Science and Technology activities, but parity with men remains a distant goal. This paper provides a framework for improving knowledge on the dynamics of women’s contributions to innovation, as measured through their contributions as inventors.Design/methodology/approachAnalysis was conducted using data from the United States Patent and Trademark Office (USPTO) database, covering over 40 years from 1976 to 2019. The study provides a breakdown of women’s inventiveness/innovation by technology area, which permits analysis of whether female inventors tend to work individually or as part of a team, as well as analysis of the effects of international networks.FindingsSpecific data have been analyzed around innovative activity by women in Spain, providing new insights on gender gaps. Key findings include those recent increases in inventions by women (as measured through patents) have occurred mostly via participation in internationally connected mixed-gender teams. Furthermore, the inventive creativity of women is found to be sector-biased and framed mainly in the chemical sector.Originality/valueThere are no similar contributions using USPTO data for Spanish inventions. This is an original paper that emphasizes the potential of collaborative networks as key driving mechanisms for the reduction of gender gaps and for the larger integration of women into innovation activities, with potential implications for stakeholders at both firm and governmental levels.

Gender diversity and firm performance: when diversity at middle management and staff levels matter

The social construction of gender has led to differences in beliefs, knowledge, experiences, or networks between women and men. Some argue that mixed gender teams can show perform better. However, empirical research at the firm level has provided mixed evidence. Moreover, these studies mainly focus on the board of directors or top management teams. Few have examined how middle management and staff levels affect firm performance. These levels form the operational layers that execute the business strategy and run daily operations. Using a unique dataset of 159 large French firms, we find that gender diversity at the two organisational levels positively impacts a firm’s economic performance and contributes to its competitiveness. Gender diversity at these levels is a strategic resource that provides a sustainable competitive advantage by creating value and cannot be easily imitated by competitors quickly. We also find a nonlinear relationship due to a threshold effect related to a critical mass condition, and a hat-shaped relationship (two flat borders around the top) between gender diversity and firm performance. Specifically, firms with balanced diversity (between 40 and 60% women as employees) at the middle management and staff levels tend to be more profitable. Finally, predominantly male firms have similar performance to predominantly female firms, and that balanced-gender diversity is the real contributing factor to firm performance.

In Their Own Words: A Classroom Exercise to Expose Gender Bias in Student Teams

It is easy to believe, after decades of research and ever-increasing awareness, that gender bias issues in our classrooms have subsided. Our current students, both undergraduate and many graduate, comprise what is arguably one of the most equity-aware generations in history. Equality, fair treatment, and unbiased interactions should be the norm among our business students. This simple but remarkably effective exercise suggests otherwise. For instructors using mixed-gender student teams for classroom projects, this exercise will provide a powerful opening to meaningful discussions about gender-based perceptions while supporting equity, inclusion, and improved team performance.

Does Physician Gender and Gender Composition of Clinical Teams Affect Guideline Concordance and Patient Outcomes in Out-of-Hospital Cardiac Arrest?

Objective: Prior literature has shown improved outcomes in morbidity and mortality for admitted patients cared for by female physicians. One theory is that female physicians adhere closely to guideline recommendations. We sought to determine whether patients who have out-of-hospital cardiac arrest (OHCA) experience more guideline-concordant postcardiac arrest care and potentially better outcomes based on the gender of their treating physician and gender distribution of the treatment teams. Methods: This study is a retrospective cohort study from the Colorado Cardiac Arrest Registry, local registry of OHCA patients treated at one academic urban tertiary care hospital. We analyzed adult OHCA patients who survived to hospital admission but were comatose. Patient demographic data and arrest characteristics were abstracted for subjects, and the gender of the provider was abstracted from the medical record. Results: Patients were admitted by a female attending in 28.5% of the cohort. The difference in guideline-concordant care between male and female providers was not significant. No statistical difference was found between all-male or mixed gender teams in adherence to guideline-concordant care. No patient was cared for by an all-female team. Neither gender of the admitting physician nor gender of the physician who led the family meeting to discuss prognosis was associated with a survival difference. Conclusions: Prior literature has described differences in outcome based on gender of the treating physician. Our analysis targeted a similar question in a cohort of OHCA patients with survival to hospital admission. We determined that there was no difference in postcardiac arrest guideline concordance and survival to hospital discharge based on treating physician gender. This finding differs from the prior literature and supports the importance of diverse clinical teams in medicine.

Walking on ‘‘Mars’’: Gendered Group Processes in Space Analog Missions

Most research on mixed-gender teams in space analog environments focuses on individual-level variation and overlooks structural causes of inequality. Status characteristics theory posits how socially recognized traits, such as gender, contribute to the formation of informal hierarchies by denoting perceived levels of competence to group members. We investigated gender as a status characteristic in groups in space analog environments. We used data from the Mars Desert Research Station (MDRS) and hypothesized that women crew members are less likely than men to be selected to participate in simulated extravehicular activities during a Mars simulation at the MDRS. We used reports and biographies from 30 randomly selected crews (n = 177) posted on the MDRS website to construct our dataset and multilevel generalized regression models to test our hypothesis. Women crew members were 6% less likely to participate in simulated extravehicular activities than men, controlling for crew role, education, and other factors. Our study shows that gender acts as a status characteristic and influences group decisions in crews in space analogs. These results highlight the need for more studies on interactional inequalities in preparation for a long-term human spaceflight.

Elit ve Elit Olmayan Korfbol Sporcularının Beden Kitle İndeksi ve Vücut Kompozisyonlarının Cinsiyete Göre Değerlendirilmesi: Tanımlayıcı-Karşılaştırmalı Çalışma

Objective: The aim of the study was to compare the body mass index (BMI) and body compositions of elite and non- elite play- ers by gender in korfball, a mixed-gender team sport. Material and Methods: Thirty-nine athletes aged 17-30, 20 national athletes play- ing in international tournaments, and 19 playing only in national tour- naments voluntarily participated in the study. Body compositions of the participants were evaluated by using a Bluetooth-based device, BiodyXpert Bioimpedance. Fat%, fat weight, lean body weight (LBW), bone mineral content, total water, and basal metabolic rate were evaluated. Results: The BMI, %fat, LBW of the elite female and male players respectively is (21.00±2.73kg/m2, 22.17±4.93, 47±4.31); (22.88±3.23 kg/m2, %14.88±5.51, 64.13±6.2kg). The BMI, %fat, LBW of the non-elite female and male players respectively is (20.33±2.90 kg/m2, %21.58±5.00, 44.5±4.1kg); (21±3.00 kg/m2, %13.86±5.55, 62.71±1.16 kg). Height, weight, %fat, muscle mass and LBW values of elite athletes were found to be significantly higher than those of non- elite athletes (p<0.05). There was no significant difference in BMI and height values between the two groups (p<0.05). Conclusion: BMI and fat% of elite and non-elite female and male korfball players are within normal limits. LBW is higher in elite athletes than in non-elite athletes. As in other sports, fat % and fat weight are higher in female athletes than men, and LBW is higher in men. This difference is thought to be due to the physiological difference between men and women.

COED SPORTS AS AN ‘INTEGRATION TOOL’ IN HELLENIC MILITARY HIGHER EDUCATION INSTITUTIONS

&lt;p&gt;This study focuses on women’s integration in the military through sports, and particularly coed sports in the Hellenic Military Higher Education Institutions: 1) the Hellenic Army Academy, 2) the Hellenic Military Academy of Corps Officers, 3) the Hellenic Military Nursing Academy, 4) the Hellenic Naval Academy, and 5) the Hellenic Air Force Academy. We argue that coed sports (mixed-gender teams) can be used as an integration tool in military institutions, although research on this topic is scarce. Our study begins with a literature review on gender, the military, and sport combining a qualitative and quantitative approach to facilitate a better understanding of how women and men navigate and perceive the meaning of their mixed-gender military sport experience in the Hellenic Military Higher Education Institutions. Initially, twelve Greek women, active officers in the Armed Forces, took part in a series of semi-structured interviews. The twelve women, all high-ranking military officers today—between the ages of 25 to 49—were randomly chosen. Subsequently, a total of 120 active officers of both genders responded to the Greek version of the "Group Environment Questionnaire" (Angelonidis, 1995). From a total of 18 questions, nine were selected to examine gender integration through sport. The main research question is whether sport in the five military higher education academies/schools in Greece contributes to gender integration as perceived and understood by the 120 participants (female and male officers). The findings showed that integration is a process involving non-isolation, meaning acceptance of the gender subject (the officer cadet/military student) regardless of his/her gender into the team, as opposed to his/her exclusion, and as a result the union-unity-acceptance in a sport team of all the subjects (officer cadets of both genders). According to the results of the analysis, there is a statistically significant interaction between the variables 'joint participation of men and women in sports' and the 'integration of women' in the five Hellenic Military Higher Education Institutions. The results of this study indicate that mixed-gender military sport programs serve as a means for gender integration, unity, and cohesion. Other than strengthening physical capacity, fitness and performance, the findings confirm that coed military sport activities could prevent sexism; eliminate or reduce gender harassment, discrimination, and stereotypes; strengthen interpersonal communication/relationships and teamwork; reinforce team and social cohesion, unity, and cooperation skills.&lt;/p&gt;&lt;p&gt; &lt;/p&gt;&lt;p&gt;&amp;lt;p&amp;gt; &amp;lt;/p&amp;gt;&amp;lt;p&amp;gt;&amp;lt;strong&amp;gt; Article visualizations:&amp;lt;/strong&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;p&amp;gt;&amp;lt;img src="/-counters-/edu_01/0765/a.php" alt="Hit counter" /&amp;gt;&amp;lt;/p&amp;gt;&lt;/p&gt;

Gender and authorship trends in rhinology, allergy, and skull-base literature from 2008 to 2018.

A recent analysis suggested potential narrowing of the gender gap in research productivity in the field of rhinology. This analysis did not, however, provide insight into how the genders are represented in the rhinologic literature. This study aimed to evaluate 11 years of literature to evaluate for gender differences in authorship position, collaborations, category and content of research, citations, and funding to gain perspective on how gender and authorship has changed over time. Authorship data for all articles on rhinologic subject matter published between January 1, 2008 and December 31, 2018 in four otolaryngology journals was collected. The gender of authors was determined by protocol. Category and content of research and funding status/source were additionally obtained. Data were collected from 2666 articles. Gender of 14,510 authors was determined. Female authors accounted for 23% of the overall authors and male authors accounted for 77%. Female first authorship increased significantly over time, but there was no change in female senior authorship. The percentage of female authors steadily increased over time, whereas male authorship decreased slightly. Mixed gender teams were shown to be increasing in frequency. Women published more than expected in basic science and allergy and less than expected in skull base. On funded studies, women were significantly underrepresented as senior authors. This study represents the first assessment of gender differences in the rhinology literature. Areas where female representation can improve include senior authorship, increased involvement in skull base publications, and increased funding.

Arbitrator teams and dispute resolution performance: an empirical analysis

In the context of international investment disputes, this paper investigates how arbitrator team characteristics affect team performance in solving disputes between a host country and a foreign investor. Our data include 277 judgments issued by arbitrator teams at the International Centre for Settlement of Investment Disputes at the World Bank from 1972 to 2018. The time to resolution and the quality of the final judgment, as measured by the requirement of a follow-on proceeding to rectify mistakes, are used to measure the team performance. We consider both biographical and professional characteristics of the arbitrators as determinants of the team performance. We find that mixed gender teams and previous team member’s collaborations increase the time to resolution contrary to team members’ experience and diversity in the professional background that decrease it. None of the team characteristics considered has an impact on the quality of the final judgment. Our findings talk to the current policy debate on the reform of the international investment arbitration system aiming to increase its effectiveness and transparency.

Adolescent, caregiver and community experiences with a gender transformative, social emotional learning intervention

BackgroundInequitable gender norms, beliefs and behaviors, are shaped by learning experiences during key developmental stages in an individual’s life course, and can have negative impacts on health and well-being outcomes. Very early adolescence represents one stage when formative learning experiences about gender inequity can have the potential to support or hinder more equitable gender norms, beliefs and behaviors. The aim of this qualitative study was to evaluate the effect of a gender transformative, social emotional learning intervention for very young adolescents (VYAs) that included experiential learning with peers, parents/caregivers and community members.MethodsThis study examined the effects of an intervention designed to provide social emotional learning opportunities for adolescents ages 10–11 in Dar es Salaam, Tanzania. The qualitative sample included 279 participants. Qualitative methods included 102 in-depth interviews with VYAs, 22 focus groups with 117 VYAs, 60 in-depth interviews with parents/caregivers and 54 participant observations. A grounded theory approach was used to identify emergent themes.ResultsParticipants reported growth in targeted areas of social emotional mindsets and skills, including a shift in gender norms, beliefs and behaviors. VYAs reported that experiential learning in mixed gender teams provided opportunities to actively practice and reflect on gender norms, beliefs and behaviors. VYAs also reported active practice of social emotional mindsets and skills with peers, parents/caregivers and the community. Parents/caregivers reported changes in VYAs’ social emotional mindsets and skills within the home, with the community and with siblings and peers. Both adolescents and parent/caregivers reported positive change towards more equitable gender norms, beliefs and behaviors through participation in experiential learning activities and reflective discussions.ConclusionsThese findings suggest that an intervention providing social and emotional experiential learning opportunities during the developmental window of very young adolescence can be effective in transforming gender norms, beliefs and behaviors. Involvement of peers, parents/caregivers and community members was effective at supporting learning social emotional mindsets and skills in VYAs. Findings encourage local and global adolescent programming to include gender transformative content paired with social emotional experiential learning with peers, family and the community and can stimulate positive change in gender norms, beliefs and behaviors to promote gender equity.