A Social Identity Model for Education

Abstract

Much of the research on individual attainment in educational settings has focused on individual differences. This chapter sets out the role of groups and group processes. After reviewing evidence for the role of social comparison in the classroom, and theory and research on ethnic group differences, we consider the impact of category memberships, stereotypes, and threat on educational performance. We introduce social identity theory and explain its relevance to educational outcomes. We then offer an integrative social identity model for education (SIME) that incorporates three elements of education research: social comparison, stereotypes, and identity. The model provides a more comprehensive perspective on the role of intergroup and intragroup relations and indicates how (and which) group memberships can present barriers to, or reveal new horizons for, performance and achievement. We describe how these elements may work together in practice and conclude by considering prospects and approaches for future research.

Interactions and social identity of support teachers: An ethnographic study of the marginalisation in the inclusive school

“…Concerning that point, Sennett (2012) identifies some elements that can facilitate collaboration: people should recognize the absence of overlapping roles and the presence of mutual interchange that benefits all the parties involved; and the presence of a complex strategic thinking that transcends the individual and their role earned over the years. As evident from the work of Abrams et al (2018), intergroup relations are more likely to be good if contact is institutionally supported, and the groups have equal status. Then, both the institutional framework and the presence of spaces for the development of open and freely constructed cooperation from below are essential to legitimise collaboration (Sennett, 2012).…”

An innovative approach to using an intensive field course to build scientific and professional skills

“…Since the 1990s, the logistical, resourcing, and equity challenges of residential ecology field courses have seen such courses become increasingly rare become increasingly rare in university teaching (Boyle et al, 2007 ; Cotgreave, 1996 ). Yet, for university students in ecology, well‐structured hands‐on activities uniquely build practical research skills (Jackson, 2016 ) while providing experiences of the excitement and frustration of hypothesis‐driven research, data collection and analysis, and collaboration (Abrams et al, 2018 ; Beckmann et al, 2015 ; Estavillo et al, 2014 ; Pedaste et al, 2015 ). Indeed, field courses are associated with higher self‐efficacy gains, higher college graduation rates, higher retention in the ecology and evolutionary biology major, and higher Grade Point Averages at graduation compared to lecture‐based courses (Beltran et al, 2020 ; Scott et al, 2012 ).…”

“…Since the 1990s, the logistical, resourcing, and equity challenges of residential ecology field courses have seen such courses become increasingly rare become increasingly rare in university teaching (Boyle et al, 2007;Cotgreave, 1996). Yet, for university students in ecology, well-structured hands-on activities uniquely build practical research skills (Jackson, 2016) while providing experiences of the excitement and frustration of hypothesis-driven research, data collection and analysis, and collaboration (Abrams et al, 2018;Beckmann et al, 2015;Estavillo et al, 2014;Pedaste et al, 2015).…”

An innovative approach to using an intensive field course to build scientific and professional skills

“…Estavillo et al, 2015; Pedaste et al, 2015). Effectively structured hands-on learning can provide outstanding opportunities for students to experience the excitement of hypothesis-driven research (Beckmann et al, 2015), to explore professional identity (Abrams et al, 2018), and to build skillsets that add value to a student’s educational progression and prepare them for diverse careers (Jackson, 2016).…”

“…Since the 1990s the logistical, resourcing and equity challenges of residential ecology field courses have seen them become increasingly rare in university teaching (Boyle et al, 2007; Cotgreave, 1996). Yet, for university students in ecology, well-structured hands-on activities uniquely build practical research skills (Jackson, 2016) while providing experiences of the excitement and frustration of hypothesis-driven research, data collection and analysis, and collaboration (Abrams et al, 2018; Beckmann et al, 2015; Estavillo et al, 2014; Pedaste et al, 2015). Indeed, field courses are associated with higher self-efficacy gains, higher college graduation rates, higher retention in the ecology and evolutionary biology major, and higher Grade Point Averages at graduation compared to lecture-based courses (Beltran et al, 2020, Scott et al, 2012).…”