Negotiating status hierarchies in middle school inquiry science: implications for marginal non-participation

Adams-Wiggins, Karlyn R.; Myers, Michelle N.; Dancis, Julia Sara

doi:10.1007/s11251-020-09514-5

Cited by 8 publications

(1 citation statement)

References 37 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A third possible explanation is that students with low belonging may have been subjected to micro‐exclusions by peers, where they received messages that they did not belong and that legitimated their low status in the classroom, leading them to withdraw from contributing to classroom discussion. This explanation would be consistent with findings from Adams‐Wiggins and colleagues (Adams‐Wiggins, 2020; Adams‐Wiggins et al, 2020), who found that micro‐exclusions can reinforce status hierarchies in which belonging and competence become intertwined, particularly for marginalized students. Future studies that include data on students' perceived status, confidence in the lesson content, and micro‐exclusions are needed to evaluate these possible explanations.…”

Section: Discussionsupporting

confidence: 90%

Belonging in science classrooms: Investigating its relation to students' contributions and influence in knowledge building

Penuel

Krumm

Pazera³

et al. 2023

J Res Sci Teach

View full text Add to dashboard Cite

Meaningful participation in science and engineering practices requires that students make their thinking visible to others and build on one another's ideas. But sharing ideas with others in small groups and classrooms carries social risk, particularly for students from nondominant groups and communities. In this paper, we explore how students' perceptions of classrooms shape their contributions to classroom knowledge building in science across a wide range of classrooms. We examine the claim that when students feel a sense of belonging in class, they contribute more and perceive their ideas to be more influential in knowledge building. Data comes from classroom exit tickets (n = 10,194) administered in 146 classrooms as part of a 10‐state field test of a new middle‐school science curriculum, OpenSciEd, which were analyzed using mixed effects models. We found that students' sense of belonging predicted the degree to which they contributed ideas out loud in class (Odds ratio = 1.57) as well as the degree to which they perceived their contributions as influencing others (Odds ratio = 1.53). These relationships were particularly strong for students who reported a lower a sense of belonging. We also found significant differences by both race and gender in whether students said they contributed and believed their ideas influenced those of others. These findings suggest that a learner's sense of belonging in class and willingness to contribute may be mutually reinforcing, highlighting the need to promote content‐specific strategies to foster belonging in ways that support collaborative knowledge building.

show abstract

Section: Discussionsupporting

confidence: 90%