Educational Equity in Ethnically Diverse Group Work

Autor/inn/en	Baker, Trish; Clark, Jill
Titel	Educational Equity in Ethnically Diverse Group Work
Quelle	In: Intercultural Education, 22 (2011) 5, S.411-422 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2011.643138
Schlagwörter	Foreign Countries; Equal Education; Postsecondary Education; Longitudinal Studies; Student Diversity; Cultural Background; Heterogeneous Grouping; Cooperative Learning; Student Participation; Student Attitudes; Teaching Methods; Educational Strategies; Mixed Methods Research; Educational Research; Research Projects; Group Dynamics; Language Aptitude; Cambodia; China; India; Indonesia; Japan; Malaysia; New Zealand; South Korea; Thailand; Vietnam + Suchen Sie Ihr Suchwort? Ausland; Post-secondary education; Tertiäre Bildung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Kooperatives Lernen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Bildungsforschung; Pädagogische Forschung; Forschungsvorhaben; Gruppendynamik; Sprachbegabung; Spracheignung; Kambodscha; Indien; Indonesien; Neuseeland; Korea; Republik
Abstract	Educational research in cooperative learning suggests that inequity based on perceived status may be an issue with heterogeneous cooperative learning groups. This paper explores issues of status based on race, ethnicity and cultural background in the New Zealand tertiary classroom where there is a diverse mix of domestic and international students. A four-year research project examined attitudes and perceptions of both domestic and international tertiary students towards cooperative learning. The findings of the research project indicate that initial assumptions of relative status and ability of group members have a major effect on the outcomes of the group. These assumptions, demonstrated by both domestic and international students, may be based on expectations of language ability and familiarity with the pedagogical environment, including the assumed norms and behavioural patterns of the host educational setting, and may disadvantage students from different cultural backgrounds. This can become a self-fulfilling prophecy limiting the effective interaction and participation in the group by international students and other students perceived to be of low status, and the development of trust and reciprocal interdependence among group members. Strategies to weaken the effects of status, promote more equitable interaction and foster productive group outcomes are proposed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10