Power and Relational Equity in Group Work: A Case Study from a Middle School Math Classroom
Year: 2018
Type: article
Abstract: The aim of this descriptive case study is to identify and illustrate social processes, such as power dynamics based on the exchange and distribution of information, that affect student participation within groups. Collaborative group work continues to be extremely challenging for students (Barron, 2003; Borge & White, 2016; González & DeJarnette, 2015; Hofmann & Mercer, 2016). One source of challenge is the uncertainty that arises from trying to solve a new problem while simultaneously coordinating with others in the group. By analyzing interactional patterns during moments of uncertainty, I illustrate that power is related to who participates in group work and the ways in which students participate. Asymmetrical power dynamics can shape the interactional landscape in ways that limit opportunities for some students to participate. Balanced power dynamics, on the other hand, may promote relationally equitable participation. In addition, I show that students’ perceived mathematical ability in problem-solving did not help to explain their level or form of participation in group work. The findings highlight the importance of the interactional context in collaborative group work. In the discussion, I present the implications for teacher support of group work interactions.
Author: Hannah C. Sung
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W2942741836