While previous classroom studies of status hierarchies tell us who has low status and how to increase those learners’ participation in small group contexts via teacher-led interventions, we know little about how one becomes low status, or the role peers play in legitimating or delegitimating inequitable relations. This study used the sociocultural concept of marginal non-participation to describe interactional moves learners use to navigate status hierarchies in an inquiry science context where student authority may permit learners to obstruct peers’ participation. Participants were three collaborative groups of 3–4 learners in 7th grade science classrooms where a series of inquiry curriculum units were being implemented. Interviews were used alongside a microgenetic analysis of video-recorded group work observations to identify interactions that legitimated and delegitimated status hierarchies. Legitimation involved communicating acceptance of differential belonging and competence while delegitimation involved challenging differential reward by fostering widespread participation. Low- and high-status group members were active in both processes. Results suggest that diffuse status characteristics and science capital inform how status hierarchies are negotiated and that learners adapt disciplinary norms for status legitimating and delegitimating ends. Implications for learners’ participation in scientific practices and identification with science are discussed.

虽然先前关于状态等级的课堂研究告诉我们谁的地位低下，以及如何通过教师主导的干预措施来提高学习者在小组环境中的参与度，但我们对一个人如何变成低下地位或同伴在合法化或贬低合法化方面所起的作用知之甚少不平等的关系。这项研究使用边际不参与的社会文化概念来描述学习者用来在查询科学环境中导航状态层次结构的交互动作，其中学生的权威可能允许学习者阻碍同伴的参与。参与者是在7年级科学教室中由3至4个学习者组成的三个协作小组，其中正在实施一系列探究课程单元。采访与视频记录的小组工作观察的微观遗传分析一起使用，以识别使身份等级体系合法化和脱位的互动。合法化涉及传达对差异归属和能力的接受，而合法化则涉及通过促进广泛参与来挑战差异奖励。低状态和高状态组成员在这两个过程中都很活跃。结果表明，分散的身份特征和科学资本可以指导如何协商身份等级体系，学习者可以根据学科规范来实现身份合法化和合法化。讨论了对学习者参与科学实践和科学认同的启示。合法化涉及传达对差异归属和能力的接受，而合法化涉及通过促进广泛参与来挑战差异奖励。低状态和高状态组成员在这两个过程中都很活跃。结果表明，分散的身份特征和科学资本可以指导如何协商地位等级，学习者可以根据学科规范进行身份合法化和合法化。讨论了对学习者参与科学实践和科学认同的启示。合法化涉及传达对差异归属和能力的接受，而合法化涉及通过促进广泛参与来挑战差异奖励。低状态和高状态组成员在这两个过程中都很活跃。结果表明，分散的身份特征和科学资本可以指导如何协商地位等级，学习者可以根据学科规范来实现身份合法化和合法化。讨论了对学习者参与科学实践和科学认同的启示。结果表明，分散的身份特征和科学资本可以指导如何协商地位等级，学习者可以根据学科规范进行身份合法化和合法化。讨论了对学习者参与科学实践和科学认同的影响。结果表明，分散的身份特征和科学资本可以指导如何协商地位等级，学习者可以根据学科规范进行身份合法化和合法化。讨论了对学习者参与科学实践和科学认同的启示。