Factors Determining Peer Status in Outdoor Adventure Groups

Abstract

In this study of 227 students enrolled on 30-day backpacking courses, we examined how certain demographic factors relate to status within the task (goal-related) and social (interpersonal) domains of group functioning. Of particular interest were socioeconomic status (SES) and gender. Using a mixed methods approach, we found that female students had less status in task-based and social contexts, even when controlling for previous experience. Students with low SES had lower status than did their peers in the task-based contexts, but this difference disappeared when also considering previous multinight backpacking experience. As we expected, sources of status differed based on the situational context, with competence driving status for task-based contexts and interpersonal relationships taking precedence in social situations. The findings have important implications for practice in outdoor adventure education, as student demographics change and programs seek greater diversity in a field in which students are traditionally White and male.

Social Status Equalization and Outdoor Orientation Programs: An Exploratory Study

“…Just as the idealized contract hypothesis could bolster contact theory, the value determinants explanation may lead into other supporting kinds of literature, such as research in complex instruction, which recommends teachers set the conditions of classroom group projects so multiple abilities are valued (Cohen et al, 1999). We believe this position may be supported by the findings of Richmond et al (2016) and Jostad et al (2015), both reporting that social status was based on multiple factors such as leadership traits, physical ability, sense of humor, and gender. Jostad et al (2015) explain that leaders need to be aware of these value determinants, "since this is the foundation of status."…”

“…Jostad et al (2015) concluded that student choices were the result of "a variety of characteristics," not just social status. Richmond et al (2016) (using the same measure as Jostad et al, 2015) indicated status is "the inevitable differences along such dimensions as reputation, control over resources, formal authority, knowledge and skill" (p. 180). Richmond et al's data included the addition of qualitative comments to better understand students' choices.…”

“…They found the students' choices for partners varied by the scenario as well as by gender. Students valued a variety of traits such as sense of humor, compatibility, friendliness, competence, attitude, self-management, physical ability, concern for others, and leadership (Richmond et al, 2016).…”

“…Although group contracts often include statements of status equality (i.e., everyone is fully valued), many researchers, including Richmond et al (2016), question their viability because status differences are likely inherent in the human condition, including OA groups. They join a group of researchers (i.e., Faris, 2012) who view status differences as existing in all organizations and all dimensions of human activity, adding, "student groups within OA are no exception" (Richmond et al, 2016, p. 180).…”

Vom Erlebnis zum Ergebnis: Zur Wirkungsweise abenteuer- und erlebnispädagogischer Jugendfreizeiten

“…Auch wenn diese in den meisten Modellspezifikationen nicht signifikant ausfallen, legen sie insgesamt doch nahe, dass die Veränderungen im Verlauf des Programms bei weiblichen Jugendlichen im Durchschnitt etwas weniger positiv ausgeprägt sind als bei männlichen Jugendlichen. Auf ähnliche Effekte weist eine amerikanische Studie hin (Richmond et al 2016), die zeigt, dass Jungen im Vergleich zu Mädchen in Outdoor-Gruppen eine höhere Wertschätzung zugesprochen wird, und zwar vor allem dann, wenn die Aktivitäten besonders risikoreich und physisch herausfordernd sind.…”