Caryn Asherson
SED 625
Dr. Rivas
October 30, 2006
Current Event #2
The article “Student Positioning Within Groups During Science Activities” by S.M.
Ritchie explores the dynamic influence gender, status, and power relations have on
learning science in small cooperative groups. Ritchie uses positioning theory, which
examines variable patterns of flow and discourse in conversation, to make meaning of
the exchanges between students in a 4th grade class. The author investigates less
productive groups and tries to find out the reason for their decreased ability to work
together. The study involves tracking the behavior of two girls in a mixed-gender group
and then in a same-gender group. Ritchie finds that academic status rather than gender
proved to be the most powerful of the status characteristics that influenced power
positions within the groups. He concludes that gender differences alone cannot account
for potential discrepancies in students’ participation styles.
One of the strengths this article includes is the author’s astute analysis of the
verbal interactions between the students. Ritchie’s use of video cameras to tape
conversations truly gives the reader a clear understanding of the spoken exchanges that
occur during the group activity. The author’s written dictation of conversations enables
the reader to experience the dialogue as if he or she were present during the
observation. Moreover, the author recognizes the limits of the study in that it is nearly
impossible to be completely objective in one’s interpretations. Lastly, the article
indicates that students’ prior experiences in social situations strongly affect their
relationships. Ritchie asserts that science education research has not given enough
consideration to differences within the groups of males and females that may be caused
by differing personal histories rather than gender alone.
The one significant area where this article falls short is in its sample size. The
author follows two girls throughout the study and although observations are explored in
depth and analyzed perceptively, I would like to have witnessed interactions between
other students as well. Additionally, it would have been valuable for the author to
interview not only the two girls spotlighted in the study, but the individuals who worked in
the group with the girls. It might have been beneficial for the author to extend the study
by investigating students from different cultures, different levels of socioeconomic status,
or whether place in the birth order has any effect on power play within a group.
Nevertheless, the reader is left unaware of the author’s future goals concerning the
study or whether further studies are yet to come
One of the major implications of this study is that when it comes to researching
equity in science education, gender is just one variable. Gender differences alone
cannot account for the potential disparities in a student’s capability to participate in small
group activities. This particular article appeals to me because the study involves
students who are in the same grade level as the students I teach. Furthermore, it
addresses situations that I am confronted with regularly, like students not accomplishing
assigned tasks because they are unable to work as a team. By analyzing this article, I
wanted to explore the aspects that cause dysfunction within a small group setting. I
hoped to find ways of helping students resolve their conflicts and learn how to create
conditions for productive small groups.
I have always been interested in group dynamics involving children. I am
frequently confronted by student disagreements during cooperative group assignments
and I repeatedly question the most appropriate way to redirect student attention back to
the task at hand. I regularly group students into sets of four and have them work
together to investigate ideas and to solve problems. I often put two boys and two girls in
a group, thinking that this will create some kind of balance. However, I have read
studies that suggest that females are disadvantaged in science activities with respect to
males so I wonder if same-gender grouping is favorable. Yet, this study implies that a
group’s ability to work together has more to do with the individual student’s prior
experiences and their ranking in the group than gender differences. This knowledge will
influence my future decisions when creating small group activities.
References
Ritchie, S.M. (2002). Student Positioning Within Groups During Science
Activities. Research in Science Education, 32, 35-54.