Silent I-Positions: Dialogical Exploration of Cultural and Societal Influences on Student Classroom Participation

• In Event: Multiple Selves in Educational Contact Zones: East Asian Academic Experiences Through Dialogical Self Theory

Abstract

This research explores factors affecting East Asian American students’ verbal participation in classroom settings, examining both academic and extracurricular contexts. Recognizing verbal participation’s significant role in elevating student engagement and learning (Tenglet, 2023), the study investigates how social and cultural expectations influence participation levels. The research aims to inspire educators toward creating learning environments where students feel comfortable expressing opinions and sharing ideas authentically.

Hermans’ Dialogical Self Theory (DST) guides analysis of East Asian students’ cultural and social identities to determine effects on classroom verbal participation (Hermans & Hermans-Konopka, 2010). DST enables identification of various I-positions influencing student behavior through the “society of mind” concept, where participant experiences and perspectives exist in dynamic interaction. Narrative inquiry methodology complements DST by centering participant perspectives through storytelling, providing deep understanding of individual I-positions and authentic classroom experiences.

The study employed narrative inquiry alongside DST framework to gather authentic student experiences through semi-structured interviews conducted via Zoom platforms. Seven East Asian American students participated in individual semi-structured interviews, representing diverse educational backgrounds and schools with varying demographic compositions. Interview data captured detailed accounts of classroom participation experiences, cultural influences, and social pressures affecting verbal engagement. Additional contextual information included school demographic data and participant educational histories, providing comprehensive understanding of participation contexts.

Following data collection, researchers employed thematic coding to organize findings based on common themes emerging from participant responses. Analysis focused on identifying internal I-positions within narratives while examining how internal dialogues between I-positions influenced values, perceptions, and participation behaviors across diverse educational contexts.

Analysis revealed significant patterns regarding cultural factors and participation behaviors. When questioned about cultural factors’ roles in participation, five of seven students did not directly cite cultural influences, believing such factors minimally affected their participation decisions. In particular, students in predominantly East Asian populated schools demonstrated reduced consciousness of “I as East Asian” positioning. Thematic analysis, however, revealed common reluctance to “stand out” among participants, suggesting cultural influences operate at subconscious levels despite conscious denial of their significance.

This research contributes to understanding how cultural identity intersects with academic participation, challenging assumptions about East Asian student engagement patterns. East Asian Americans are often overlooked because it is assumed that Asians easily achieve academic success (Walton & Truong, 2022). In addition, East Asian countries encourage students to stay silent listeners in classrooms (Takahashi, 2021), implying a culture built off of respect for teachers and silent obedience.

Findings reveal gaps between student perceptions of cultural influence and actual behavioral manifestations, informing educational approaches addressing underlying rather than surface-level cultural considerations. This study provides educators with insights for promoting authentic inclusivity and addressing hierarchical restrictions embedded in educational environments.

Authors

• Khloe Hong, THINK & WRITE

• Yifan Zhang, Think & Write

• Lilian Zhou, Think & Write

• Molly Hong, Think & Write