The impact of group diversity on class performance: evidence from college classrooms

Zeynep Hansen, Hideo Owan, Jie Pan

Research output: Contribution to journalArticle

6 Citations (Scopus)

Abstract

We combine class performance data from an undergraduate management course with students’ personal records to examine how group diversity affects group work performance and individual learning. Students are exogenously assigned to groups. We find that, on average, male-dominant groups performed worse in their group work and learned less (based on their grades in individually taken exams). This gender effect is highly significant in individual learning outcomes providing evidence that gender diversity is influential in the level and nature of knowledge transfers within groups. The results are robust to controlling for the team governance form, a unique feature in our study. Finally, racial diversity had no significant effect on group or individual performances.

Original languageEnglish
Pages (from-to)238-258
Number of pages21
JournalEducation Economics
Volume23
Issue number2
DOIs
Publication statusPublished - 2015 Jan 1
Externally publishedYes

Fingerprint

classroom
performance
evidence
group work
Group
gender
knowledge transfer
learning
student
Group diversity
Individual learning
governance
management
Gender effects
Undergraduate
Individual performance
Work performance
Governance form
Group performance
Gender diversity

Keywords

  • collaborative skills
  • diversity
  • educational economics
  • learning
  • productivity
  • teams

ASJC Scopus subject areas

  • Education
  • Economics and Econometrics

Cite this

The impact of group diversity on class performance : evidence from college classrooms. / Hansen, Zeynep; Owan, Hideo; Pan, Jie.

In: Education Economics, Vol. 23, No. 2, 01.01.2015, p. 238-258.

Research output: Contribution to journalArticle

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