Fostering Perceptions of Gender through Cooperative Learning

Abstract

This article explores, quantitatively and qualitatively, how gender-neutral groups of pre-service teachers in homogenous and heterogeneous cooperative learning prioritize individual responsibility, promotive interaction, and positive interdependence. The study took place in the 2022–2023 academic year. The participants in this study were 535 pre-service teachers registered on Kindergarten, Primary, and Secondary Education undergraduate degree courses in the Faculty of Education and Psychology (FEP) at the University of Girona. In the study, the CAC instrument (20 items) was applied along with 11 items that were added. The results indicated that the participants scored higher in all the categories of cooperative learning when they were in homogenous groups than when in heterogeneous ones. Female students scored higher than male or non-binary students in all the cooperative learning categories in both types of cooperative structure. In both settings, female students valued individual responsibility higher, while non-binary individuals valued it lowest. Male students valued individual responsibility higher when working in heterogeneous groups. Most students believed that their role did not change when carrying out cooperative challenges. However, among those who did believe that their role altered, the majority were female. The study shows that while female, non-binary, and male pre-service teachers are equally sociable, they develop social skills differently. Diversity in educational institutions should therefore be taken into account as an influence on tertiary students’ development and success in later life.