Social connections among African American girls influence
their participation and recognition in math class, according to a University of
Illinois at Chicago researcher who found that students who are more socially
connected tend to enjoy more access to learning opportunities.
Maisie Gholson, a UIC doctoral student in curriculum and
instruction, studied a third-grade classroom in a public school on Chicago's
west side. Through observation, interviews, and her own participation in the
class, she determined which girls formed the core of the dominant social group,
which were peripheral, and which were isolated from it.
Gholson focused on the two girls who achieved most highly in
mathematics: one who was positioned as a "model student" and was central
to the dominant group, and one positioned as a "bully" who was
isolated from it. Gholson found that their labels and positions followed them
from playground to classroom.
"These tags or identities can shape children’s access
to recognition and learning opportunities. Shawna’s identity as a bully, for
example, eclipsed opportunities for her to be recognized as a competent
mathematics student," Gholson said.
She noted that bullying is perceived differently when
enacted by girls.
"The issue of gender is at play here," she said.
"It is less socially acceptable for girls to display physical aggression;
however, it is more acceptable for girls to engage in relational forms of
aggression, like gossiping."
Students were allowed to sit where they wanted during class
and in small study groups, leading the dominant group to sit together,
encourage each other, and recognize each other's knowledge.
Socially peripheral and isolated students had less support,
but not all were equally affected. Those who valued social status often
participated less, while those who were indifferent to social status
participated more and worked alone by choice.
Gholson cautions that the findings of one small-scale
ethnographic study cannot be generalized to every elementary classroom.
"Children’s informal social ties are a natural part of
development," she said. "Less structured classes allow children to
develop autonomy and responsibility for their learning. There are also risks,
like children’s social network rising in prominence and overtaking learning
goals.
"The challenge in my mind is to cultivate an ethos
within the school, at different grade levels, where children on their own
volition create inclusive social groups focused on classroom learning."
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