2023 ASEE Annual Conference & Exposition

This study investigates how Learning Assistants (LAs) conceptualize their understanding of status. LAs are undergraduate instructional assistants who support active learning by facilitating small group interactions and assisting with challenging concept-based learning in studios, lectures, labs, and discussion sections (Otero et al., 2006; Otero et al., 2010). Several studies have focused on applying quantitative critical race theory to evaluate the impact of LAs on removing traditional learning gaps (Van Dusen et al., 2015) and their impact on classroom equity (Van Dusen et al., 2020). However, a greater understanding of learning assistants' conceptions of status as well as how they navigate dismantling status differences in the classroom is needed.

This thematic analysis aims to know how LAs construct the idea of status within the classroom and what beliefs they specifically draw upon to create instructional moves for more equitable spaces. The concept of social status was originally defined by Max Weber as cultural capital or otherwise described as societal values. Modern sociologists describe status as inequality based on differences in social esteem and respect (Ridgeway, 2013). These differences come from various social factors which include, but are not limited to, occupation, education, race, gender, age, economic status, and ethnicity.

Fifty written reflections were analyzed from LAs. These reflections detail their thoughts about a chapter in Ilana Horn’s (2014) book which discusses what it means to be “smart” in mathematics and ways to create instructional moves that promote more equitable learning environments. Thematic analysis was used to construct the coding paradigm to answer our central research question, How do LAs navigate status differences in the classroom space with equitable classroom environments in mind?

Four broad themes were uncovered from this analysis: 1) LAs consider institutional and social contexts, 2) LAs use their experiences as students and instructors to inform their thoughts regarding status, 3) LAs acknowledge expectation states and work to dismantle them, 4) LAs have unique pedagogical interventions regarding how to alleviate status differences and create more equitable spaces. This research advances the current knowledge base on how LAs conceptualize and operationalize status in the classroom. It contributes to scholarship on learning assistants' impacts on classroom culture and student outcomes. Finally, this work addresses how we continue to help STEM disciplines implement anti-racist and anti-oppressive pedagogy and praxis.

References
Horn, I. S. (2014). Chapter 2: Mathematical Competence and Status: What “Being Smart” Means. In Strength in Numbers: Collaborative Learning in Secondary Mathematics (pp. 19–32). essay, National Council of Teachers of Mathematics.
Otero, V., Finkelstein, N., McCray, R., & Pollock, S. (2006). Who is responsible for preparing science teachers? Science, 313(5786), 445–446. https://doi.org/10.1126/science.1129648
Otero, V., Pollock, S., & Finkelstein, N. (2010). A physics department’s role in preparing physics teachers: The Colorado learning assistant model. American Journal of Physics, 78(11), 1218–1224. https://doi.org/10.1119/1.3471291
Ridgeway, C. L. (2013). Why status matters for inequality. American Sociological Review, 79(1), 1–16. https://doi.org/10.1177/0003122413515997
Van Dusen, B., Langdon, L., & Otero, V. K. (2015). Learning assistant supported student outcomes (LASSO) study initial findings. 2015 Physics Education Research Conference Proceedings. https://doi.org/10.1119/perc.2015.pr.081
Van Dusen, B., White, J. S. -S., & Roualdes, E. A. (2020). The impact of learning assistants on inequities in physics student outcomes. 2016 Physics Education Research Conference Proceedings. https://doi.org/10.1119/perc.2016.pr.085