Ideas and Identities: Supporting Equity in Cooperative Mathematics Learning

Esmonde, Indigo

doi:10.3102/0034654309332562

Cited by 177 publications

(95 citation statements)

References 151 publications

(255 reference statements)

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“…However, in order for these identity pivots to be successful, an individual's utterances must be aligned with the social discourses of the group. Esmonde [24] has noted it is just such an alignment that helps to position a student for meaningful participation in group work, and influences the interaction of differently positioned students.…”

Section: Discussionmentioning

confidence: 99%

“…In this way, it is possible to see that Kelly, though peripherally positioned, was still able to make sense of and learn in the activity. One option to explain this inclusion was that since her discourse was aligned with the social discourse of her group, she was able to affect her "access to valued forms of participation" [24]. Her epistemic identity in this group may be thought of as observer and evaluator.…”

Section: Discussionmentioning

confidence: 99%

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Learning from the Periphery in a Collaborative Robotics Workshop for Girls

Sullivan¹,

Keith²,

Wilson³

2016

ujer

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This study investigates how students who are peripherally positioned in computer science-based, collaborative group work meaningfully engage with the group activity in order to learn. Our research took place in the context of a one-day, all-girl robotics workshop, in which the participants were learning to program robotic devices. A total of 17 girls, ages 8 -13 (M = 11.725) participated in the workshop. Participants were recruited from local middle schools, through the technology teacher. Data collection consisted of video and audiotaping all group interactions over the daylong workshop. The group discussions were then fully transcribed. In this study, we focus on two students from different groups who had less direct contact with the materials, and were thus positioned peripherally. We used microgenetic learning analytic techniques to analyze discourse patterns in order to characterize the engagement of both the two groups of which the students were a part, as well as the two students themselves. One of the groups demonstrated stronger coordination from a discourse perspective and the focal student in that group exhibited meaningful engagement, while the other group demonstrated weaker coordination from a discourse perspective and the focal student exhibited marginal engagement. This contrast allows us to begin to build a picture of the factors that support learning from the periphery. Our results indicate that agency exhibited in well-coordinated group discussions is a key aspect of meaningful engagement.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Learning from the Periphery in a Collaborative Robotics Workshop for Girls

Sullivan¹,

Keith²,

Wilson³

2016

ujer

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“…Interactions between the different classroom participants are often framed by their individual language structure and culture (D'Ambrosio, 1999). Terry choosing to be silent in the classroom may be explained as a necessary nurturing phase until he develops proficiency and confidence in expressing himself in English (Esmonde, 2009;Igoa, 1995).…”

Section: Language Barriers Faced By the Immigrant Studentsmentioning

confidence: 99%

I know how to add them, I didn't know I had to add them

Jhagroo

2015

AJTE

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“…By kindling inclusive engineering identities in students, we aim for participants to not only identify as engineers, but to also see how colleagues from all backgrounds can contribute productively to the engineering profession. With an understanding of the relationship that exists between learning and identity 8 , we focus our literature review on cultivating professional identities.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Our theoretical approach is grounded in sociocultural theories of learning, where learning is viewed as a shift in how students participate in community practices 8 . Becoming an engineer, for example, can be viewed as a shift in how students participate in engineering practices, where freshmen begin to appropriate engineering ways of talking, being, and interacting.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Creating Inclusive Environments in First-year Engineering Classes to Support Student Retention and Learning

Paguyo

Atadero

Rambo‐Hernandez

et al.

2015 ASEE Annual Conference and Exposition Proceedings

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A new NSF-funded experimental study seeks to incorporate innovative curriculum activities that cultivate inclusive engineering identities and demonstrate how the engineering profession benefits from diversity. We intend to expand first-year engineering student perceptions about who can be an engineer and what engineers do. This effort aims to create a cultural shift in engineering departments so students think beyond stereotypical perceptions of who belongs to the engineering profession (White men) toward more expansive notions about how the engineering profession needs diversity to thrive. Arguably, inclusive engineering departments will contribute to the retention and success of students who are underrepresented in engineering in terms of gender and race, but also in terms of backgrounds, talents, and interests.In this paper, we begin with an overview of scholarship regarding pedagogical practices that foster strong engineering identities and position diversity as essential for strong engineering practice. Next, we address the following research question: How do freshmen engineering students in traditional engineering courses identify with engineering and perceive diversity in engineering? To answer this question, we summarize findings from preliminary survey by tracking over time the engineering identities and perceptions about diversity in engineering of engineering freshmen during their first semester in two existing first-year courses. We conclude with theoretically-based and evidence-driven activities that will be incorporated in the same firstyear engineering courses in subsequent years of this NSF grant. Theoretical FrameworkOur theoretical approach is grounded in sociocultural theories of learning, where learning is viewed as a shift in how students participate in community practices 8 . Becoming an engineer, for example, can be viewed as a shift in how students participate in engineering practices, where freshmen begin to appropriate engineering ways of talking, being, and interacting. Over time, freshmen who take up engineering behaviors become sophomores, juniors, seniors, and graduates who eventually identify as engineers. However, some professions have traditionally excluded populations from participating in community practices 11 , including engineering norms that tend to marginalize women and people of color 24 , thus preventing students from learning how to become engineers since few entry points exist for them to participate meaningfully in engineering practices or identify as engineers. Through the sociocultural framework, learning how to become an engineer depends upon the ability of institutions and educators to provide access for students to participate in engineering practices. Some examples of engineering practices include collaborating in teams to identify, critically analyze, and solve problems with innovation; using skills and knowledge in math, science, engineering, and communication to help society; and recognizing how lifelong learning and resourcefulness fortifies engineering. Whe...

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Ideas and Identities: Supporting Equity in Cooperative Mathematics Learning

Cited by 177 publications

References 151 publications

Learning from the Periphery in a Collaborative Robotics Workshop for Girls

Learning from the Periphery in a Collaborative Robotics Workshop for Girls

I know how to add them, I didn't know I had to add them

Creating Inclusive Environments in First-year Engineering Classes to Support Student Retention and Learning

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