Examining the Impact of Classroom Group Identity Development in an Urban Chemistry Classroom


In this grounded theory study, we follow the cases of two marginalized female students in their Regents High School Chemistry class. Both traditionally and historically, chemistry has been viewed as a challenging field of study, one promoting elite status stereotypes that often alienate and hamper students’ capacity for achievement in science. Especially now that we live in an era where collaborative group learning is emphasized, particularly in urban classroom settings, it is critical to determine the effect group identity development has on students’ perceptions of themselves, their social groups, and the implications when learning science content. This research expands the current work in group memberships and social identity by utilizing an emergent model we are calling Classroom Group Identity or CGI, which stems from theories of social identity, interaction ritual chains, and communities of practice. Using the conceptual lens of classroom group identity, class surveys, interview transcripts, classroom observations, and classroom transcripts, a positive change in emotions was observed in the values, perceptions, and behaviors of these two students. In turn, CGI development, described as a micro scale collective or social identity, influenced the construction of classroom leadership and trust in both marginalized female students and provided a means to encourage and support the learning of chemistry topics.

Author Information
Stefania Macaluso, Teachers College Columbia University, United States
Felicia Mensah, Teachers College Columbia University, United States

Paper Information
Conference: BCE2022
Stream: Assessment Theories & Methodologies

This paper is part of the BCE2022 Conference Proceedings (View)
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To cite this article:
Macaluso S., & Mensah F. (2022) Examining the Impact of Classroom Group Identity Development in an Urban Chemistry Classroom ISSN: 2435-9467 – The Barcelona Conference on Education 2022: Official Conference Proceedings https://doi.org/10.22492/issn.2435-9467.2022.2
To link to this article: https://doi.org/10.22492/issn.2435-9467.2022.2

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Posted by James Alexander Gordon