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Abstract Title: Exploring students' negotiation of lab roles through positioning
Abstract Type: Contributed Poster Presentation
Abstract: Prior work has found inequities in what experimental roles students take on during instructional labs. Research also suggests that this role division might arise implicitly and that adding structure or prompting explicit role negotiation might improve equity in lab group work. To understand these various ways students negotiate roles in their lab groups, we use the lens of positioning to analyze two different video episodes of a gender-and-race-diverse group of three students. In one episode, students implicitly take on roles through subtle negotiations and in the second episode, one student explicitly assigns roles. We find that the positioning dynamics in both episodes lead to inequitable learning experiences within the group despite prior work's suggestion. This inequity, moreover, occurs along gendered and racial/ethnic lines, prompting future work relating students' intersectional identities to their positioning dynamics in small groups.
Session Time: Poster Session 2
Poster Number: II-24
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Mark O. Akubo
Cornell University Physics Education Research Lab (CPERL), Laboratory of Atomic and Solid State Physics, Cornell University
Ithaca, NY 14853
and Co-Presenter(s)
Meagan Sundstrom (She/Her)

Natasha G. Holmes

Contributed Poster

Contributed Poster: Download the Contributed Poster