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Abstract Title: How do gender and inchargeness interact to affect equity in lab group interactions?
Abstract: In  physics  lab  groups,  students  experience  a  wide  range  of  equitable  and  inequitable  interactions.   After observing videos of students collaborating in an introductory physics lab, we defined that an equitable group is one in which every student's bids are heard by their peers.   We developed a methodology to characterize different lab groups by tracking students' bid exchanges and assessing their levels of inchargeness. The analysis of equitable and inequitable groups showed that lab groups where one student is in charge can be equitable, as long as each group member's opinions are acknowledged.  We also found that gender and inchargeness do not sufficiently predict the equity of student groups. Based on these results, we argue that students that are in charge use their inchargeness to make their groups either equitable or inequitable.  Future work will explore whether additional variables interact with inchargeness to predict levels of equity in group work.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session I
Poster Number: 1.B1
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Sophia Jeon
Cornell University
and Co-Presenter(s)
Z. Yasemin Kalender, Cornell University
Eleanor C. Sayre, Kansas State University
Natasha G. Holmes, Cornell University