PERC 2022 Abstract Detail Page
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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 |
| Co-Author(s) and Co-Presenter(s) |
Meagan Sundstrom (She/Her) Natasha G. Holmes |
Contributed Poster | |
| Contributed Poster: | Download the Contributed Poster |
