Caution, Student Experience May Vary: Social Identities Impact a Student's Experience in Peer Discussions
Caution, Student Experience May Vary: Social Identities Impact a Student's Experience in Peer Discussions
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DOI：
10.1187/cbe.15-05-0108
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发表时间：
2015-12-01
影响因子：
3.7
通讯作者：
Wenderoth, Mary Pat
中科院分区：
文献类型：
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作者：
Eddy, Sarah L.;Brownell, Sara E.;Wenderoth, Mary Pat
为了响应在大学科学、技术、工程和数学课程中实施主动学习的呼吁，全国各地的教室正在从以教师为中心转变为以学生为中心。在这些主动学习的教室里，学生之间的动态对于理解学生的经历变得越来越重要。在这项研究中，我们专注于角色的学生更愿意承担在同侪讨论，以及如何这个首选的角色可能会有所不同，给学生的社会身份。此外，我们还探讨了三个假设的参与障碍是否有助于解释课堂参与的差异。这些障碍是：1）学生被排除在小组讨论之外; 2）学生对参与同伴讨论感到焦虑; 3）学生没有看到同伴讨论的价值。我们的研究结果表明，自我报告的首选角色在同侪讨论可以预测学生的性别，种族/民族，和国籍。此外，我们发现了所有这三个障碍的证据，尽管有些障碍对某些学生来说比其他学生更突出。我们鼓励教师考虑以促进公平的方式组织他们的课堂活动，这可能需要更有目的地关注减轻当前学生与同伴讨论的差异。
In response to calls for implementing active learning in college-level science, technology, engineering, and mathematics courses, classrooms across the country are being transformed from instructor centered to student centered. In these active-learning classrooms, the dynamics among students becomes increasingly important for understanding student experiences. In this study, we focus on the role a student prefers to assume during peer discussions, and how this preferred role may vary given a student's social identities. In addition we explore whether three hypothesized barriers to participation may help explain participation difference in the classroom. These barriers are 1) students are excluded from the discussion by actions of their groupmates; 2) students are anxious about participating in peer discussion; and 3) students do not see value in peer discussions. Our results indicate that self-reported preferred roles in peer discussions can be predicted by student gender, race/ethnicity, and nationality. In addition, we found evidence for all three barriers, although some barriers were more salient for certain students than others. We encourage instructors to consider structuring their in-class activities in ways that promote equity, which may require more purposeful attention to alleviating the current differential student experiences with peer discussions.