Gender differences in an energy conservation idea generation task

Abstract

Engineering student teams are often formed under the assumption that diversity will increase team innovativeness. Rather than approaching the problem from an outcome-oriented stance, as has much of the previous research, this study examined how gender differences may affect specific phases of the design process. Seventy-three first-year engineering students completed a brief idea generation task as part of a design practical exam. The students were asked to list ways to reduce energy consumption at a local public library. In their 411 solutions, students utilized five energy reduction strategies (reduce usage, increase efficiency, alternative energy, encourage conservation, and economics) and identified four energy conservation areas (lighting, heating/cooling, electronics/appliances, and general). The proportions of male and female student solutions (N = 370 and 41 respectively) utilizing each strategy and within each energy conservation area were compared using Fisher's exact test. Female students were significantly more likely to propose solutions that encouraged energy conservation. Further, mixed-gender teams demonstrated greater quantity and variety of pooled solutions than all-male teams. These results suggest that male and female engineering students approach design solutions somewhat differently. Gender diversity in student teams can potentially lead to a wider solution space and consideration of non-obvious ideas. Future research should examine how well the social dynamics of teams allow an equitable exchange and consideration of these diverse ideas. © 2012 American Society for Engineering Education.