Gender, Socialization, and Online Discourse Patterns in a High School Physics Class

• In Event: Roundtable Session 20
  In Roundtable Session: Communicating Science Knowledge Across Boundaries

Abstract

This paper reports the results of a study that examined whether theoretically
defined, gendered discourse styles were evidenced in online, synchronous, science
learning collaborative group discussions and the extent to which such discourse patterns
were related to the uptake of ideas within the group. Chi-square analysis of discourse
style by gender was significant X2 (1, N=20) =37.10, p=. 000. However, no main effect
for discourse style on initiations was found, F(1, 18) = 1.520, p = .234. Subsequent
analysis of the relationship of gender to initiations indicated a main effect for gender F(1,18) = 7.744, p = .012, with male-dominated groups ignoring more initiations than femaledominated
groups.

Authors

• Florence R. Sullivan, University of Massachusetts - Amherst

• Stefanie Shipe, University of Massachusetts - Amherst