Conquest, Compliance, and Conformity in the College Classroom: Gender, Power, and Social Identity in Higher Education

DOI

10.2991/assehr.k.220401.078How to use a DOI?

Keywords

ethnography; social roles; gender; power dynamics; higher education

Abstract

Classroom dynamics are complex and fluid, representing the emergence, negotiation, and navigation of a range of social roles and identities. Gender and power are important faces of these ever-evolving, highly contextual, and continuously (re)negotiated social roles within the classroom environment. This text proposes the completion of an ethnographic research study based on the field observation of group work dynamics in a post-secondary classroom. The proposed study will be based on and motivated by the theory and research of Barrie Thorne and Carolyn Frank. The text describes a preliminary field study to be followed later by an ethnographic study of social roles and social identities in both individual and group contexts in the classroom environment using a combination of ethnographic interviews and the creation of written artifacts by ethnographic informants selected through classroom observations. The proposed study will fill a gap in the existing literature by using ethnographic methods to examine social identities in higher education as contextual and dynamic.

Copyright

© 2022 The Authors. Published by Atlantis Press SARL.

Open Access

This is an open access article distributed under the CC BY-NC 4.0 license.

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TY  - CONF
AU  - Yutian Zhang
PY  - 2022
DA  - 2022/04/08
TI  - Conquest, Compliance, and Conformity in the College Classroom: Gender, Power, and Social Identity in Higher Education
BT  - Proceedings of the 2022 International Conference on Social Sciences and Humanities and Arts (SSHA 2022)
PB  - Atlantis Press
SP  - 405
EP  - 410
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.220401.078
DO  - 10.2991/assehr.k.220401.078
ID  - Zhang2022
ER  -