RUME 25
2023
Omaha, Nebraska
Exploring How Status Influences Relational and Participatory Equity in Inquiry-Oriented Small Group Interactions
Page: 324
While inquiry approaches have the potential to open up more equitable spaces in the classroom, research has shown this is not guaranteed. In this study we focus on the role that status can play in creating (in)equities during small group work. In particular, we compare one low-status student’s interaction with two high-status students in two small group episodes. We found that the two episodes differed in terms of participatory and relational equity and our results describe how status and certain patterns of interaction may account for this difference.