Combining Discourse Analysis Approaches to Critically Examine Power and Positioning in Small-Group STEM Activities

• In Event: Supporting Families, Groups, and Communities in Qualitative Research

Abstract

Integrated science, technology, engineering, and mathematics (STEM) education is becoming increasingly common in K-12 classrooms, and small group activities are ubiquitous to STEM instruction. This paper includes both theoretical and practical descriptions of a microethnographic approach to critical multimodal discourse analysis that we used to explore power and positioning within a mixed-gender group of students working together on an engineering design challenge. We drew upon social semiotics and positioning theory to ground this work and utilized three phases of data analysis: microethnography to develop individual and group storylines, critical multimodal discourse analysis of key events, and the integration of storylines and discourse analysis. This multi-phase approach granted us insights into our data that would have otherwise been lacking.

Authors

• Jeanna R. Wieselmann, Southern Methodist University

• Khomson Keratithamkul, University of Minnesota - Twin Cities

• Emily Anna Dare, Florida International University

• Elizabeth A. Ring-Whalen, St. Catherine University

• Gillian Roehrig, University of Minnesota