Amplifying and Attenuating Inequity in Collaborative Learning: Toward an Analytical Framework

Shah, Niral; Lewis, Colleen M.

doi:10.1080/07370008.2019.1631825

Cited by 66 publications

(54 citation statements)

References 48 publications

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“…It was interesting to see how this group, despite starting off on a relatively good note, were not able to balance their social dynamics throughout the intervention. This is in line with Shah and Lewis's (2019) analysis of social interactions that it takes a series of such small incidences which can eventually accumulate over time and influence group collaboration. In this case, small instances of negative interactions such as interruptions added up over time to worsen the group's collaboration.…”

Section: Social Dynamicssupporting

confidence: 77%

“…Effective construction of knowledge involves group effort that requires an intricate balance of turn taking, meaning making, and reflection. However, there is research that shows that it is not easy to maintain this balance and that discussions may move quickly from equitable to inequitable (Esmonde, 2009;Engle et al, 2014;Shah and Lewis, 2019).…”

Section: Social Dynamicsmentioning

confidence: 99%

“…In their empirical study, Shah and Lewis (2019) emphasize that equity in collaborative learning must be maintained in two ways: relational (the extent to which students demonstrate respect for their peers) and participatory (fair distribution of participation opportunities and participation itself in collaborative learning). Their research suggests that equity cannot be conceptualized as binary.…”

Section: Social Dynamicsmentioning

confidence: 99%

“…This suggests that a collaborative process cannot be statically inequitable or equitable but is constantly in a state of flux and contingent on various factors, such as nature of the task, participation structure, relative content knowledge between collaborating students, students' uptake, and teachers' abilities to moderate these collaborations. Another interesting finding brought out by Shah and Lewis's (2019) analysis of social interactions in collaboration shows that the net effect on equity of a single interaction is usually very small and it takes a series of small moves which can eventually amplify inequity over time and negatively influence the collaboration. This is important when analyzing factors that lead to either the success or failure of certain groups; inequity is less likely to appear as obvious statements of disrespect or disregard.…”

Section: Social Dynamicsmentioning

confidence: 99%

“…Two aspects of social dynamics were observed to differ between the high-and low-performing groups: relational equity and participatory equity (Shah and Lewis, 2019). Relational equity refers to respect for others' differences, ideas, perspectives, and actions (Boaler, 2008).…”

Section: Social Dynamicsmentioning

confidence: 99%

See 4 more Smart Citations

Teacher Scaffolding of Social and Intellectual Collaboration in Small Groups: A Comparative Case Study

et al. 2020

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This comparative case study features two small groups of students engaging in collaborative dialog about social issues. Based on social constructivist theories, the two groups were compared across three major components of the small groups system: social dynamics, intellectual collaboration, and teacher scaffolding. Our goal was to holistically analyze these small group processes to understand why some small groups were highly successful while others were not, even within the same intervention and with the same teacher. Successful groups were those in which all students were able to access the conversational floor, many ideas were considered, students were able to share ideas and discuss collaboratively, and students were able to raise multiple forms of social reasoning to support and explain ideas. Change in social reasoning essay scores prior to and after the intervention were also considered as evidence of group success. Results show that teacher scaffolding and existing student processes served to amplify one another reciprocally. The teacher heightened productive social norms when they were present, which then served to encourage productive intellectual collaboration. However, when productive group norms were not present, the teacher took increasing control over the group, which further hampered productive social and intellectual interactions.

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Section: Social Dynamicssupporting

confidence: 77%

Section: Social Dynamicsmentioning

confidence: 99%

Section: Social Dynamicsmentioning

confidence: 99%

Section: Social Dynamicsmentioning

confidence: 99%

Section: Social Dynamicsmentioning

confidence: 99%

See 3 more Smart Citations

Teacher Scaffolding of Social and Intellectual Collaboration in Small Groups: A Comparative Case Study

et al. 2020

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Professional noticing of coordinated mathematical thinking

Campbell

Yeo

2022

British Educational Res J

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“On Mars, we will speak Arabic”: Negotiating identity in upper secondary physics in Denmark

Doerr,

Bruun

2024

Science Education

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Seeking to make upper secondary school physics more relevant and engaging, an online collaborative learning curriculum was designed. Each of the curriculum's lessons was structured as a goal‐based scenario about human scientists on Mars. Video and audio data from the curriculum's implementation in Denmark was collected. This study utilized the theoretical lenses intersectionality, repertoires of practice, and epistemic agency. The use of comics as an analytical tool provided a novel and accessible way to depict the complex dynamics within the physics classroom. It allowed for a multimodal representation of the data and enabled a nuanced examination of the students' interactions. Findings suggest that interactions were shaped by the students' identities and these dynamics shaped their repertoires of practice. Moreover, the interactions had a profound impact on students' epistemic agency in physics. Collaborative learning with a goal‐based scenario can include and empower diverse gender, racial, and language identities. It can also, however, work to disempower and exclude when the hegemonically white and masculine culture of physics is left unproblematized. This leads to the conclusion that if reform‐based science education is untethered from a critical stance on socioscientific issues, students and teachers may reproduce social problems as much as they also may challenge them.

show abstract

Amplifying and Attenuating Inequity in Collaborative Learning: Toward an Analytical Framework

Cited by 66 publications

References 48 publications

Teacher Scaffolding of Social and Intellectual Collaboration in Small Groups: A Comparative Case Study

Teacher Scaffolding of Social and Intellectual Collaboration in Small Groups: A Comparative Case Study

Professional noticing of coordinated mathematical thinking

“On Mars, we will speak Arabic”: Negotiating identity in upper secondary physics in Denmark

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