RUME 27
2025
Alexandria, Virginia
Examining Inequitable Talk and Perceived Status During Group-Worthy Tasks in an Undergraduate Topology Course
Page: 439
We report on the initial findings from a project aimed at enhancing equitable group work in undergraduate proof courses through the design and implementation of group-worthy tasks. This mixed methods study reports on three group-worthy tasks implemented in a topology course. We investigated the extent to which student interactions in these small groups reflect participatory and relational equity in relation to perceived academic status. Quantitative results indicate patterns in which the group-worthy tasks may disrupt students with high status from dominating talk turns taken, the amount of talk turns taken, and number of words spoken by the students, or neither depending on the tasks. Qualitative results explored relational inequity via silencing, ignoring, or no talk during these three tasks. Our initial findings suggest that group-worthy tasks alone may not guarantee equitable participation or relations in group interactions.