Marginalized Students, Social Capital, and Classroom Discourse: Exploring Anonymity in Classroom Book Discussions

• In Event: International Views on Literature and Language Development

Abstract

This study extended current research on power relations in literature circles by investigating the nature and degree of difference in students’ behaviors, participation, and power structures in anonymous classroom based online book discussions versus face-to-face discussions, to determine whether online discussion is a useful adjunct to face-to-face literature circles in involving all students as participants. The research team hypothesized that creating a safer, more egalitarian space for book discussion would offer marginalized students a more open avenue for participation in the construction of literary meaning and provide them with a sense of being valued in a classroom setting. The results of the study indicate that there is value in offering students online book discussions as well as face-to-face discussions.

Authors

• Beth M Brendler, University of Missouri - Columbia

• Vanessa E Adams, University of Missouri - Columbia