The Social and Work Structure of an After-School Math Club

Autor/inn/en	Smolinsky, Larry; Kennedy, Eugene; Huang, Liuli; Alaniz, Andrew
Titel	The Social and Work Structure of an After-School Math Club
Quelle	In: Middle Grades Research Journal, 13 (2022) 1, S.1-20 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-0814
Schlagwörter	Middle School Students; Youth Clubs; After School Programs; Mathematics Instruction; Social Networks; Friendship; Peer Acceptance; Peer Relationship; Social Status; Low Income Students; Minority Group Students; Student Attitudes; Interpersonal Relationship; Student Characteristics + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Jugendfreizeitstätte; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Mathematics lessons; Mathematikunterricht; Social network; Soziales Netzwerk; Freundschaft; Peer-Beziehungen; Sozialer Status; Schülerverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	The objective of this exploratory study was to examine the interpersonal dynamics of an after-school math club for middle schoolers. Using social network analysis, 2 networks were identified and analyzed: (a) a network of friendship relationships and (b) a network of working relationships. The interconnections and correlations between friendship relationships, working relationships, and a student opinion survey were studied. We identified a core working group of students from within the network of working relations. This group acted as a central go-between for other members in the club. This core working group also expanded into the largest friendship group in the friendship network. A second group was formed from popular but aloof students who reported less impact from the club. Although there were working isolates, they were not found to be socially isolated. Students who were less popular tended to report a greater favorable impact from club participation than those who were more popular. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01