TY - JOUR
T1 - Amplifying and Attenuating Inequity in Collaborative Learning
T2 - Toward an Analytical Framework
AU - Shah, Niral
AU - Lewis, Colleen M.
N1 - Funding Information:
This research was supported in part by a grant from the National Science Foundation, Grant No. DUE 1044106. Any opinions, findings, and conclusions or recommendations expressed are those of the authors and do not necessarily reflect the views of the National Science Foundation. We thank our research and teaching assistants on this project: Roxane Caires, Nasar Khan, Amirah Qureshi, Danielle Ehsanipour, and Noopur Gupta. We are also grateful to our student participants, especially for their humor and creativity.
Publisher Copyright:
© 2019, © 2019 Taylor & Francis Group, LLC.
PY - 2019
Y1 - 2019
N2 - Research on collaborative learning has focused on its potential to foster successful problem solving. Less attention, though, has been given to issues of equity. In this article, we investigate how inequity can become amplified and attenuated within collaborative learning through small interactional moves that accumulate to produce broader patterns of equity or inequity. Our theoretical perspective utilizes Boaler’s notion of relational equity and introduces what we term participatory equity. Research was conducted in a computer science course co-taught by the authors and taken by upper-elementary students. Data sources include audio recordings of students’ collaborative interactions, ethnographic field notes, student work, and student surveys. This article focuses on a single student, Jason, and his dyadic interactions, and builds upon our previous analyses of his interactions with four higher-performing partners. Findings reveal how the interplay between classroom structures and student enactments shaped two types of inequity during collaborative learning. We conclude by discussing implications for theorizing and analyzing equity and inequity, as well as pedagogical considerations for structuring collaborative learning to attenuate inequity.
AB - Research on collaborative learning has focused on its potential to foster successful problem solving. Less attention, though, has been given to issues of equity. In this article, we investigate how inequity can become amplified and attenuated within collaborative learning through small interactional moves that accumulate to produce broader patterns of equity or inequity. Our theoretical perspective utilizes Boaler’s notion of relational equity and introduces what we term participatory equity. Research was conducted in a computer science course co-taught by the authors and taken by upper-elementary students. Data sources include audio recordings of students’ collaborative interactions, ethnographic field notes, student work, and student surveys. This article focuses on a single student, Jason, and his dyadic interactions, and builds upon our previous analyses of his interactions with four higher-performing partners. Findings reveal how the interplay between classroom structures and student enactments shaped two types of inequity during collaborative learning. We conclude by discussing implications for theorizing and analyzing equity and inequity, as well as pedagogical considerations for structuring collaborative learning to attenuate inequity.
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U2 - 10.1080/07370008.2019.1631825
DO - 10.1080/07370008.2019.1631825
M3 - Article
AN - SCOPUS:85068801385
VL - 37
SP - 423
EP - 452
JO - Cognition and Instruction
JF - Cognition and Instruction
SN - 0737-0008
IS - 4
ER -