Equity and status in group collaboration: Learning through explanations depends on task characteristics

Social Psychology of Education

Volumn 5, Issue 2, 2001, Pages 179-200

  Chizhik, Alexander Williams ^a  

^a SAN DIEGO STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 38849123119     PISSN: 13812890     EISSN: None     Source Type: Journal    
DOI: 10.1023/A:1014405118351     Document Type: Article

References (41)

1. Allport, Gordon W. (1954). The nature of prejudice. Cambridge, MA, Addison-Wesley.
2. Azmitia, Margarita & Montgomery, Ryan (1993). Friendship, transactive dialogues, and the development of scientific reasoning. Social Development, 2, 202-220.
3. Berger, Joseph, Rosenholtz, Susan J., & Zelditch, Morris (1980). Status organizing processes. Annual Review of Sociology, 6, 479-508.
4. Brabeck, Mary M., & Wood, Phillip K. (1990). Cross-sectional and longitudinal evidence for differences between well-structured and variable-answer problem-solving abilities. In M.L. Commons, L.C.A. Kohlberg, F.A. Richards, T.A. Grotzer & J.D. Sinnott (Eds.), Adult development, Vol. 2: Models and methods in the study of adolescent and adult thought. New York: Praeger Publishers, pp. 133-146.
5. Carey, Deborah A., Fennema, Elizabeth, Carpenter, Thomas P., & Franke, Megan L. (1995). Equity and mathematics education. In W.G. Secada, E. Fennema & L.B. Adajian (Eds.), New directions for equity in mathematics education. Cambridge, UK: Cambridge University Press, pp. 93-125.
6. Catsambis, Sophia (1994). The path to math: Gender and racial-ethnic differences in mathematics participation from middle school to high school. Sociology of Education, 67, 199-215.
7. Chizhik, Alexander W. (1999). Can students work together equitably? An analysis of task effects in collaborative group work. Social Psychology of Education, 3, 63-79.
8. Cohen, Elizabeth G. (1982). Expectation states and interracial interaction in school settings. Annual Review of Sociology, 8, 209-235.
9. Cohen, Elizabeth G. (1994). Restructuring the classroom: conditions for productive small groups. Review of Educational Research, 64, 1-35.
10. Cohen, Elizabeth G. (1997). Equity in heterogeneous classrooms: A challenge for teachers and sociologists. In E.G. Cohen & R.A. Lotan (Eds.), Working for equity in heterogeneous classrooms: Sociological theory in action. New York: Teachers College Press, pp. 3-14.
11. Cohen, Elizabeth G., & Lotan, Rachel A. (1995). Producing equal-status interaction in the heterogeneous classroom. American Educational Research Journal, 32, 99-120.
12. Cohen, Elizabeth G., Lotan, Rachel A., Scarloss, Beth A. & Arellano, Adele R. (1999). Complex instruction: Equity in cooperative learning classrooms. Theory into Practice, 38, 80-86.
13. Damon, William (1984). Peer education: the untapped potential. Journal of Applied Developmental Psychology, 5, 331-343.
14. Dembo, Myron H. & McAuliffe, Timothy J. (1987). Effects of perceived ability and grade status on social interaction and influence in cooperative groups. Journal of Educational Psychology, 79, 415-423.
15. Fennema, Elizabeth, Carpenter, Thomas, Jacobs, Victoria, Franke, Megan & Levi, Linda (1998). A longitudinal study of gender differences in young children's mathematical thinking. Educational Researcher, 27(5), 6-11.
16. Fordham, Signithia (1993). The color of strangers, the color of friends: the play of ethnicity in school and community (Review of A. Peshkin's book). Teachers College Record, 95, 287-291.
17. Fuchs, Douglas, Fuchs, Lynn, Mathes, Patricia, & Simmons, Deborah (1997). Peer-assisted learning strategies: Making classrooms more responsive to diversity. American Educational Research Journal, 34, 174-206.
18. Fuchs, Lynn, Fuchs, Douglas, Hamlett, Carol, & Karns, Kathy (1998). High-achieving students' interactions and performance of complex mathematical tasks as a function of homogeneous and heterogeneous pairings. American Educational Research Journal, 35, 227-267.
19. Herman, Joan, Aschbacher, Pamela, & Winters, Lynn (1992). A practical guide to alternative assessment. Alexandria, VA: ASCD.
20. Kimble, Charles E., Yoshikawa, Joyce C., & Zehr, David H. (1981). Vocal and verbal assertiveness in same-sex and mixed-sex groups. Journal of Personality and Social Psychology, 40, 1047-1054.
21. King, Alison (1994). Guiding knowledge construction in the classroom: Effects of teaching children how to question and explain. American Educational Research Journal, 31, 338-368.
22. King, Leonard H. (1993). High and low achievers' perceptions and cooperative learning in two small groups. The Elementary School Journal, 93, 399-416.
23. Ladson-Billings, Gloria (1996). 'Your blues ain't like mine': Keeping issues of race and racism on the multicultural agenda. Theory into Practice, 35, 248-255.
24. Lockheed, Marlaine E., Harris, Abigail M., & Nemceff, William P. (1983). Sex and social influence: Does sex function as a status characteristic in mixed-sex groups of children? Journal of Educational Psychology, 75, 877-888.
25. Lotan, Rachel A. (1997). Principles of a principled curriculum. In E.G. Cohen & R.A. Lotan (Eds.), Working for equity in heterogeneous classrooms: Sociological theory in action. New York: Teachers College Press, pp. 105-116.
26. Montagu, Ashley (1997). Man's most dangerous myth: The fallacy of race (6th edn). Walnut Creek, CA: AltaMira.
27. Oakes, Jeannie (1990). Opportunities, achievement, and choice: Women and minority students in science and mathematics. In C.B. Cazden (Ed.), Review of research in education. Washington, DC: American Educational Research Association, pp. 153-222.
28. Oakes, Jeannie & Lipton, Martin (1999). Teaching to change the world. Boston: McGraw-Hill College.
29. Ogbu, John (1994). Racial stratification and education in the United States: Why inequality persists. Teachers College Record, 96, 264-298.
30. Qin, Zhining, Johnson, David W., & Johnson, Roger T. (1995). Cooperative versus competitive efforts and problem solving. Review of Educational Research, 65, 129-143.
31. Rosenholtz, Susan J. & Cohen, Elizabeth G. (1983). Back to basics and the desegregated school. The Elementary School Journal, 83, 515-527.
32. Sacks, Harvey, Schegloff, Emanuel, & Jefferson, Gail (1974). A simplest systematics for the organization of turn-taking for conversation. Language, 50, 696-735.
33. Secada, Walter G. (1992). Race, ethnicity, social class, language, and achievement in mathematics. In D.A. Grouws (Ed.), Handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics. New York: Macmillan Publishing Co., pp. 623-660.
34. Seegers, Gerard & Boekaerts, Monique (1996). Gender-related differences in self-referenced cognitions in relation to mathematics. Journal for Research in Mathematics Education, 27, 215-240.
35. Slavin, Robert E. (1995). Cooperative learning: Theory, research, and practice. Boston: Allyn & Bacon.
36. Voss, James F. & Post, Timothy A. (1988). On the solving of variable-answer problems. In M.T.H. Chi, R. Glaser & M.J. Farr (Eds.), The nature of expertise. Hillsdale, NJ: Lawrence Erlbaum, pp. 261-285.
37. Vygotsky, Lev S. (1962). Thought and language. Cambridge, MA: MIT Press.
38. Wagner, David & Berger, Joseph (1993). Status characteristics theory: The growth of a program. In J. Berger & M. Zelditch (Eds.), Theoretical research programs: Studies in the growth of theory. Stanford, CA: Stanford University Press, pp. 23-63.
39. Webb, Noreen M. (1991). Task-related verbal interaction and mathematics learning in small groups. Journal for Research in Mathematics Education, 22, 366-389.
40. Webb, Noreen M., Nemer, Kariane M., Chizhik, Alexander W., & Sugrue, Brenda (1998). Equity issues in collaborative group assessment: Group composition and performance. American Educational Research Journal, 35, 607-651.
41. Webb, Noreen M. & Palincsar, Annemarie S. (1996). Group processes in the classroom. In D. Berliner & R. Calfee (Eds.), Handbook of research in educational psychology. London: Prentice Hall, pp. 841-873.