Who Gets Helped? The Opportunity Structure of the Physics Classroom, Active Learning, and Perceptions of Help-Seeking

• In Event: 63.040 - Pedagogy for Engaged Learning

Abstract

While peer interaction in the college classroom may benefit some students by developing peer networks for future collaborations, prior research suggests that these relationships most often benefit students from over-represented communities, while minoritized student populations may gain less from these experiences. In this paper, we explore the opportunity structure in a physics course to identify differences in perception of classroom community among students. Using multinomial logistic regression (n=551), initial findings suggest that students who collaborated most often considered their relationships mutually beneficial. Among those who perceived differences in their relationships, white students were more likely to report they received help, and minoritzed students were more likely to report providing help, especially when they worked in homophilous pairs.

Authors

• Michael Brown, Iowa State University

• Matt DeMonbrun, Southern Methodist University