Examining the Effects of Race and Gender on Small-Group Interactions Through Critical Discourse Analysis

• In Event: Racial Identity and Sense-Making

Abstract

In this study, we employed critical discourse analysis to explore how power and social positioning of middle school students are influenced by race and gender in small group discussion during an integrated STEM unit. Our findings suggest that many middle school boys look up to an alpha male. Generally, boys who display masculine behaviors are granted higher social status by their peers. Furthermore, the intersection of race and gender enables others to see “Black boy” instead of just “Black” or “boy”. Here, Umar, a Black boy, was socially positioned at the lowest level of the group hierarchy. Yet, in light of all the negative stereotypes and racial remarks Umar experienced, he still saw cultural value associated with his identity.

Authors

• Khomson Keratithamkul, University of Minnesota - Twin Cities

• Gillian Roehrig, University of Minnesota

• Jeanna R. Wieselmann, Southern Methodist University

• Emily Anna Dare, Florida International University

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