Abstract

Research on collaborative learning has focused on its potential to foster successful problem solving. Less attention, though, has been given to issues of equity. In this article, we investigate how inequity can become amplified and attenuated within collaborative learning through small interactional moves that accumulate to produce broader patterns of equity or inequity. Our theoretical perspective utilizes Boaler’s notion of relational equity and introduces what we term participatory equity. Research was conducted in a computer science course co-taught by the authors and taken by upper-elementary students. Data sources include audio recordings of students’ collaborative interactions, ethnographic field notes, student work, and student surveys. This article focuses on a single student, Jason, and his dyadic interactions, and builds upon our previous analyses of his interactions with four higher-performing partners. Findings reveal how the interplay between classroom structures and student enactments shaped two types of inequity during collaborative learning. We conclude by discussing implications for theorizing and analyzing equity and inequity, as well as pedagogical considerations for structuring collaborative learning to attenuate inequity.

摘要

协作学习的研究重点在于其促进成功解决问题的潜力。但是，对公平问题的关注较少。在本文中，我们研究了如何通过小的互动动作累积并产生更广泛的公平或不平等模式，从而在协作学习中不平等如何被放大和减弱。我们的理论观点利用了Boaler的关系公平概念，并介绍了我们所说的参与性公平。研究是在作者共同教授的计算机科学课程中进行的，并由高年级学生参加。数据源包括学生协作互动的音频记录，人种志领域笔记，学生作品和学生调查。本文重点介绍一个学生Jason及其二元关系，并在我们之前对他与四个绩效较高的合作伙伴之间的关系进行分析的基础上。研究结果揭示了在合作学习过程中教室结构和学生行为之间的相互作用如何塑造两种不平等现象。最后，我们讨论了对理论和平等与不平等进行理论分析的含义，以及对构建协作学习以减轻不平等现象的教学思路。