Authors: Joselyn T
Richardson, Leorit Ben Shalom, Santosh Kumar Biswa, and Zaverio Banasula
Introduction/ Review of the
Literature
In this
research study, the role of gender and ethnicity in shaping adolescent peer
interactions during lunchtime is explored through observation in a high school
setting. The study is grounded in social identity theory and aims to identify
patterns and themes related to gender and ethnicity in adolescent peer
interactions during lunchtime. It will examine how membership in social groups
shapes an individual's sense of self, attitudes, and behaviours. Furthermore,
the study will incorporate the concept of intersectionality to explore how
different social identities, such as gender and ethnicity, intersect and create
distinct experiences and perspectives. The literature review below highlights
that gender and ethnicity significantly impact adolescent peer interactions,
potentially leading to social hierarchies and exclusionary groups, resulting in
negative emotional outcomes.
Adolescent
peer interactions are crucial for the development of social skills and
emotional well-being. However, these interactions can also be influenced by
various factors such as gender and ethnicity. Studies have consistently shown
that gender plays a significant role in the formation of peer groups and social
dynamics during adolescence. Research suggests that girls tend to form smaller,
more intimate social groups, while boys form larger, more hierarchical groups
(Rose & Rudolph, 2006). Girls also tend to engage in more cooperative and supportive
communication styles, while boys engage in more competitive and confrontational
communication styles (Maccoby, 1998). These gender differences in social
behaviour are believed to be influenced by both biological and social factors
(Chaplin & Aldao, 2013). Ethnicity is another factor that can influence
adolescent peer interactions. Studies have shown that students of similar
ethnic backgrounds tend to cluster together and form exclusionary groups
(Phinney & Ong, 2007). This clustering can lead to the formation of social
hierarchies and can exclude students who are perceived as different from the
group (Graham & Cohen, 2017). Ethnicity can also influence communication
styles, with students from different ethnic backgrounds potentially having
different norms for communication (Nishimura et al., 2015).
The
intersection of gender and ethnicity can create unique experiences and
perspectives for adolescents. Research on intersectionality suggests that
individuals who belong to multiple marginalized groups may experience increased
levels of discrimination and exclusion (Crenshaw, 1989). For example,
adolescent girls who belong to ethnic minority groups may face additional
challenges in forming peer relationships due to their gender and ethnicity
(Rose & Rudolph, 2006). Research has shown that social exclusion and
marginalization during adolescence can lead to negative emotional outcomes,
including loneliness, anxiety, and depression (Twenge & Campbell, 2009).
Adolescents who feel excluded from peer groups may also have lower self-esteem
and less confidence in their social abilities (Buhrmester & Prager, 1995).
The
literature suggests that gender and ethnicity can significantly impact
adolescent peer interactions during lunchtime. Girls and boys may form
different types of social groups, and students of similar ethnic backgrounds
may cluster together and potentially form exclusionary groups. These
differences in peer interactions can have a significant impact on emotional
well-being, particularly for those who feel excluded or marginalized. Our study
will build upon this literature by observing and documenting these interactions
in a specific setting, with a focus on identifying patterns and themes related
to gender and ethnicity in adolescent peer interactions during lunchtime.
Ultimately, the findings of this study can inform interventions and strategies
to promote positive social development and foster healthy peer relationships
among adolescents.
The purpose
of this observational study is to explore how gender and ethnicity impact
adolescent peer interactions during lunchtime in a high school setting. The
study will analyze patterns and themes related to social dynamics,
communication styles, and the formation of social hierarchies and cliques. It
is grounded in social identity theory and will incorporate intersectionality to
understand how different social identities intersect to create distinct
experiences and perspectives. The findings can inform interventions and
strategies to promote positive social development and foster healthy peer
relationships among adolescents. The research will be conducted based on the
research question, “How do gender and ethnicity impact adolescent peer
interactions during the lunch break?”
The
hypothesis for the study is that during the lunch break, gender and ethnicity
significantly impact the formation of peer groups, social dynamics, and
communication styles among adolescents, which can have a significant impact on
emotional well-being. Boys and girls are expected to exhibit distinct
communication styles and social hierarchies, with girls forming more intimate
social groups and boys forming larger, more hierarchical groups. Ethnicity is
also expected to play a role in the formation of social hierarchies and
cliques, with students of similar ethnic backgrounds clustering together and
potentially forming exclusionary groups.
General Site Observation
Observations
were made in middle schools, where we observed students interacting with their
peers in three different locations and settings. We made sure we observed male
and female pairs; the functioning of mixed-sex pairs is of interest to the
current study. The following settings were selected for the observations:
One
setting for the observation was the MPH of Damphu Central School in Bhutan,
where the lunchtime activities of students from grades 9 to 12 were observed.
The duration of the observation was from 12.40 pm to 1.30 pm, during which 430
adolescents ranging in age from 12 to 18 were present in the hall, and four
groups were observed. The students were all Bhutanese, and both male and female
students were present. The major activity during the observation was students
having lunch and conversing with their peers in groups while eating. The
observation focused on how the students formed peer groups, the dynamics of
social interactions, communication styles, social hierarchies, exclusionary
behaviour, the intimacy of social groups, racial and ethnic clusters, and the
emotional well-being of students. In the hall, the peer groups were formed
based on common interests, pastimes, and activities rather than based on gender
and ethnicity. Communication during lunchtime was primarily verbal, with
nonverbal cues used to establish a social hierarchy. The observation also
highlighted the emotional well-being of students during lunchtime, with
feelings of anxiety, melancholy, and loneliness as it is common among students
who felt alienated or declined over lunch. It provided valuable insights into
the social dynamics of adolescent students during lunchtime, highlighting the
importance of peer groups, communication styles, and social hierarchies in
shaping social interactions among students.
The
cafeterias at Saint Francis High School and Albena Lake-Hodge Comprehensive
School were located almost in the centre of their respective schools, with
pathways connecting to other buildings. They had a great, sizable space inside.
We observed a straightforward layout that was simple to comprehend in such a
way that eyes would easily go from one region to the next, with the area for
food service situated on one side of the room. Tables and chairs were
positioned in the middle of the space, with food on the perimeter of the room.
The
observation lasted from 12:00 p.m. to 1:00 p.m. During this time, 320 teenagers
aged 13 to 19 were observed in the cafeterias, and different groups were
observed. The adolescents included both male and female Anguillians. During the
observation, the main activity was the learners having lunch and speaking with
their friends in groups. The observation focused on how students established
peer groups, their communication styles, exclusionary conduct, the dynamics of
social interactions, social hierarchies, social group closeness, racial and
ethnic clusters, and students' emotional well-being. Peer groups in the
cafeterias were created based on gender, ethnicity, types of food certain
groups preferred, and other interests. Lunchtime communication was mostly
verbal, with some signs. The observation also emphasized students' emotional
well-being during lunchtime, with limited emotions of worry and loneliness in a
few students who felt alienated. It was a time for us to learn and enjoy
listening to the jokes peers were making in their respective groups.
Narrative
During the
observation of the lunchtime activities of students from grades 9 to 12 at
Damphu Central School in Bhutan, several interesting phenomena were noted. The
observation period lasted from 12.40 pm to 1.30 pm, and the focus was on how
students formed peer groups, the dynamics of social interactions, communication
styles, social hierarchies, exclusionary behaviour, the intimacy of social
groups, racial and ethnic clusters, and the emotional well-being of students.
The
observation of adolescent students during lunchtime at Damphu Central School in
Bhutan provided valuable insights into the social dynamics among students. The
students were observed to form peer groups based on common interests, pastimes,
and activities, rather than based on gender and ethnicity, although groups
formed by individuals of the same gender and ethnicity were occasionally seen.
The presence of a clear leader who set the agenda and made decisions was noted
in most peer groups, with some leaders being more democratic and consulting the
group as a whole before making decisions, while others were more dominant and
made decisions without consulting the rest of the group. Communication during
lunchtime was primarily verbal, with students frequently interrupting each
other to express their ideas and opinions while using nonverbal cues like body
language and facial expressions to establish their place in the social
hierarchy. Social hierarchies were present in many of the peer groups, but they
did not appear to be significantly influenced by gender or race. Exclusionary
behaviour was observed in some groups, particularly among girls, but this
behaviour was typically motivated by common interests or activities. Social
groups formed by girls were observed to be more intimate than those formed by
boys, with girls sharing more personal information and engaging in more
supportive communication styles. Finally, students from the same racial or
ethnic origin tended to congregate during lunchtime, although these clusters
were not exclusive, and students from various racial and ethnic origins
frequently interacted. The observation also revealed that feelings of anxiety,
melancholy, and loneliness were common among students who felt alienated or
isolated during lunch. In contrast, students who felt included and welcomed in
their peer groups exhibited happier and more self-assured emotional states.
In
conclusion, the observation provided valuable insights into the social dynamics
of adolescent students during lunchtime, highlighting the importance of peer
groups, communication styles, and social hierarchies in shaping social
interactions among students.
Observation in the Cafeteria
This observation form’s
purpose is to document the social dynamics and behaviours of students during
their lunchtime at Albena Lake-Hodge Comprehensive School and Saint Francis
High School. The various areas of observation included peer group formation,
social dynamics, communication styles, social hierarchies, exclusionary behaviour,
the intimacy of social groups, racial and ethnic clusters, and emotional
well-being. Researchers observed the students during their lunchtime and took
notes on the various behaviours displayed in the cafeterias. The male and
female students of the 10th grade aged between 13 and 19 were observed in one
hour between the hours of 11:30 AM and 1:00 PM in the cafeteria. Students were observed from hearing distance and no
interactions were made between the researcher and the students. At Saint
Francis High, inside the cafeteria, we observed orderliness, where they had
chicken, milk, rice, pizza, and salads, which caused the interaction of
students. They would enter and order whatever they wanted, receiving praise for
their selections.
Based on the observations
made at the Albena Lake-Hodge Comprehensive School, it was found that students
formed peer groups mostly based on friendships. However, in some cases,
students walked together to get lunch based on having the same destination in
mind. There were instances where a clear leader was present guiding his or her
group members and they would talk and come to a conclusion, while in others,
there were no distinct leaders observed. Everyone would talk and others
contribute in favor or against his or her argument. Most students communicated
verbally when they met other students, although a few used nonverbal
communication, such as hugging and facial expressions. Others used body
language such as calling another student to come. No hierarchies were found
based on gender or ethnicity, and no students were observed to be excluded from
peer groups based on gender, ethnicity, or other factors. Girls were found to
be more intimate in their social groups than boys, as they shared personal
information such as "’ boyfriend’ or ‘girlfriend’ talks” which led to
girls receiving advice. All students observed were of the same ethnic
background, so there were no exclusions based on ethnicity. It was observed
that no students felt excluded or marginalized during lunchtime, and they did
not experience negative emotional outcomes such as loneliness or anxiety.
The information gathered from
this observation can be used to better understand the social dynamics of
students and develop strategies to promote positive social interactions and
emotional well-being. It is important to note that the observation was
conducted in a fair and balanced manner, without any cultural or linguistic
bias, and any political or social factors influencing the observations.
Based on the microsystem
under the ecological system (Bronfenbrenner, 1975), an individual’s microsystem
includes family, friends, students, teachers, neighbours, and other immediate
contacts. We engage with these social actors in the microsystem. According to
the hypothesis, we build the microsystem environment by mingling with these
people. As a group, we thought of the cafeteria as one of the best places that
could lead to peer interactions and elaborated on the importance of meals concerning
students. Meals give chances for social interactions such as talking about
worries, feelings, and experiences, and these interactions help to strengthen
social connections (Saenz et al. 2007). Meals also provide the opportunity for
people to bond through shared experiences. Particularly essential for teens is
the value of the relationships formed through shared meals with their
classmates. We were able to discover some aspects of the cafeteria. Teenagers
interacted with one another and formed friendships when they came together.
During this period, adolescents developed their capacity for abstract thought,
which paved the way for them to eventually formulate plans and establish
long-term objectives.
Observation in the Playground
A detailed
observation of a high school playground in Modi'in, Israel was made. The focus
was on the social interactions, group dynamics, communication methods, and the
overall emotional well-being of the students. The observation took place
towards the end of the school year, capturing a snapshot of the students' daily
social lives during their lunch break.
The
playground in Modi'in, Israel is busy during lunchtime, as many high school
students go there to eat and talk. It provides them with an opportunity to
socialize away from the school. The students form small, pre-existing groups,
with an interesting dynamic of separation between Ashkenazi and Sephardic kids.
As we
observed, the students tended to gather in small groups consisting of about 5-7
individuals. This aligns with Bronfenbrenner’s concept of peer groups being a
source of social support, belonging, and identity formation during adolescence
(Rosa & Tudge, 2013). Notably, there was a clear separation between
Ashkenazi and Sephardic students. While some Sephardic students interacted and
mixed with the Ashkenazi students, the reverse was not as common. This pattern
suggests a social division based on ethnic backgrounds, which may stem from
cultural differences or historical factors.
The social
interactions at the playground were lively and energetic. The students engaged
in loud conversations, displaying their extroverted natures. While some
students appeared introverted or less talkative, most exuded an extroverted
demeanour. Within each group, some clear leaders held a certain charisma that
attracted others. The leaders often influenced group activities, and their
peers would gather around them, paying attention to their conversations, or
sharing content on their phones. They looked at social media posts and discussed
them. It seems that social media has a part in shaping their adolescent
identities (Mortimer & Lawson, 2002).
Verbal
communication was the primary mode of interaction, with the students mostly
conversing in Hebrew. However, it was common to hear a few English phrases like
"Oh my God!" being used. The English phrases they use are common in
pop culture, showing that pop culture has an impact on adolescents’ behaviours
(Kett, 2003). Additionally, body gestures were employed to convey emotions and
ideas. The students appeared confident when speaking, showcasing their
familiarity and comfort within their social circles.
Despite the
separation between Ashkenazi and Sephardic students, there was no evident
exclusionary behaviour observed at the playground. Ethnic identity exploration
can play a critical role in development (Phinney, 1989), but during the
observation period, no negative effects of this were observed. All peers were
included in a group, and everyone participated in the group activities. The
social groups comprised a mix of genders and exhibited an intimate atmosphere.
It was apparent that the students had developed strong bonds of friendship, as
they appeared friendly and close to their peers.
Throughout
the observation, the students displayed positive emotional well-being.
Laughter, enthusiasm, and friendship were frequently observed, contributing to
a lively and joyful atmosphere. The conversations focused on light-hearted
topics, avoiding serious discussions. It is worth noting that the observation took
place during lunchtime, and it is possible that marginalized students who may
have faced social challenges did not attend the playground at that specific
time. None of the difficulties typical of marginalized students, like increased
social stress, bullying, and discrimination (Reisner et al., 2015) were
observed during this time.
The high
school playground in Modi'in, Israel serves as a vibrant social hub for
students during their lunch break. The observation highlighted the formation of
small groups, with a noticeable separation between Ashkenazi and Sephardic
students. However, this division did not lead to exclusionary behaviour, as all
peers were included and actively participated within their groups. The social
dynamics showcased the presence of leaders and influencers, chosen based on
charisma rather than physical appearance. The overall emotional well-being of
the students was positive, evident through their laughter, enthusiasm, and
close friendships.
Analysis
In Bronfenbrenner’s theory, the microsystem is the first level which has
direct contact with students in their immediate environment such as having
contact with peers in the cafeteria (Evans, 2023). This contact can have a
lasting effect on students which will determine how they enjoy their life at
school. The observations at the Albena
Lake-Hodge Comprehensive School cafeteria suggest that students in Grade 10
tend to form peer groups based on friendship, but also occasionally based on
shared activities such as going to the same lunch destination. Some of these
groups have a clear leader who makes decisions for others, while other groups
do not have any distinct leadership. Verbal communication is the most common
form of interaction between students, although some use nonverbal communication
such as hugging or body language to signal another student. These social
interactions are in line with Vygotsky's Sociocultural Theory of Cognitive
Development, where he emphasizes that through social mediation, students
acquire their beliefs, cultural values, problem-solving skills etc. (Mcleod,
2023). There were no observed hierarchies based on gender or ethnicity, and no
students were excluded from groups based on these factors. However, girls'
social groups appeared to be more intimate than those of boys, likely due to
the sharing of personal information such as relationship advice, and helping
each other to solve problems. All students were of the same ethnic background,
so there were no exclusions based on ethnicity. Lastly, there were no observed
negative emotional outcomes, such as loneliness or anxiety, among students
during lunchtime.
Observation
at Saint Francis High School’s Cafeteria allowed the discovery of
Bronfenbrenner's microsystem, which explains the layer nearest to the child and
includes the structures with which the child has direct contact. It was found
that the interactions and associations students had in the cafeteria
environment were connected to the microsystem. At this stage, the child's
relationships influence both the direction away from them and in the direction
of them (Vélez-Agosto, 2017).
It was found
that students formed peer groups based on shared interests in food, and
interactive activities such as sharing recipes contributed to the strengthening
of relationships. Groups were established based on gender and ethnicity. On
some occasions, leaders were found giving instructions on when to start a
chosen activity in different peer groups, and group members tried to listen
while others interacted with questions. At some points, the study found that
interactions involved anger-like communications, expressed by high-tone voices
and facial expressions, about the decision of leaders, but clear explanations
would be given to allow participation in an activity as a group. In other
groups, everyone would speak, and members would contribute without anyone
guiding them, but they would find their way to the conclusion.
It was discovered in the study
that gender influenced social hierarchies to some extent in the formation of
groups, but members could listen to each other. The study found that some
teenagers excluded themselves from a few groups because they could not accept
certain behaviours, such as using aggressive words towards individuals who were
proud of themselves. Later, these students gained good emotional status when
they joined other groups. It was discovered in the study that culture
contributed to racial and ethnic identity because members of that same origin
came together at lunchtime to share their favourites and interact with others.
This study explored group formation and performances in communication, social
hierarchies and dynamics, racial and ethnic clusters, emotional well-being, and
intimacy, which were found to be more prevalent in girls than boys.
From the
observations at Damphu Central School
(Bhutan) Multi-Purpose Hall, it can be
concluded that students tend to form peer groups based on common interests and
activities rather than solely based on gender and ethnicity, although
occasionally, groups were formed based on gender and ethnicity. This may be
because of Vygotsky’s Sociocultural Theory of Cognitive Development, where
students' environment will play a crucial role in their development, hence
influencing how they think and what they think about (Mcloed, 2023). It
was also found that a clear leader was present in most peer groups, who set the
agenda and made decisions. Some leaders were dominant, while others were more
democratic and consulted the group before making decisions.
The study
found that disputes were typically settled through negotiation and compromise;
however, sometimes, things became heated, and arguments occurred. This aligns
with Erik Erikson's developmental theory where students are going through the
identity vs confusion stage, where they are experiencing developmental conflict
(Cherry, 2022). These students have to solve these issues revolving around the
conflict to pass this stage. At this stage, students use Verbal communication
as the primary mode of communication during lunchtime. Students frequently
interrupted one another and spoke loudly and animatedly. Nonverbal cues were
crucial in creating social hierarchies, and students established their power
and place in the hierarchy by using their voice tones and body language. Social
hierarchies were frequently based on a mix of criteria like athleticism,
academic success, and popularity.
The study
found that social hierarchies did not appear to be significantly influenced by
gender or race. However, exclusionary behaviour was observed among some peer
groups, especially among groups of girls. This exclusion was frequently
motivated by common interests or activities rather than by a person's gender or
race. Bandura’s theory suggests that if their behavior is punished other
students will not follow suit however, if their behavior is rewarded they will
model the said behavior (Cherry, 2022). Additionally, girls tended to share
more personal information and engage in more supportive communication styles
with each other than boys did.
The study
found that students from the same racial or ethnic origin tended to congregate
during lunchtime, although these clusters were not exclusive. It was frequently
seen that students from various racial and ethnic origins interacted. It was
also found that students who felt included and welcomed in their peer groups
exhibited happier and more self-assured emotional states, while students who
felt alienated or excluded experienced negative emotional effects such as
anxiety, melancholy, and loneliness.
The observation of the high
school playground in Modi'in, Israel provides insights into various processes
that contribute to the social interactions, group dynamics, communication
methods, and emotional well-being of the students. The findings align with
several theoretical frameworks and concepts, while also raising questions for
further research.
The formation of small groups
among the students aligns with Bronfenbrenner's concept of peer groups as a
source of social support and identity formation during adolescence (Rosa &
Tudge, 2013). The small group size allows for a sense of belonging and fosters
social interactions (Scheidlinger, 1964). The observed separation between
Ashkenazi and Sephardic students suggests a social division based on ethnic
backgrounds, which may be influenced by cultural differences or historical
factors. Exploring the reasons behind this separation would require a deeper
understanding of the historical context and cultural dynamics within the school
and the broader community.
The lively
and extroverted nature of the social interactions reflects the energetic
atmosphere of the playground. The presence of leaders within each group,
characterized by their charisma and ability to influence activities, resonates
with theories on leadership and social influence. These leaders play a role in
shaping group dynamics and determining the direction of conversations and
activities (Horn et al., 2010). The influence of social media on adolescent
identity formation is also evident, as students share and discuss online
content. Exploring the specific impacts of social media and its role in shaping
adolescent identities would be an interesting avenue for further research.
Despite the
observed separation between Ashkenazi and Sephardic students, the absence of
exclusionary behaviour suggests a level of inclusiveness within the social
groups. This finding aligns with the notion that while ethnic identity
exploration can play a critical role in development, it does not necessarily
lead to negative effects or exclusionary behaviours. Further research could
examine the factors contributing to the inclusive atmosphere within the social
groups and explore how intergroup interactions and attitudes may change in
different contexts or over time.
The positive
emotional well-being observed during the lunch break indicates a generally
joyful and supportive social environment. However, it is important to
acknowledge that the observation took place during a specific time (lunch
break) and may not capture the experiences of marginalized students who might
face social challenges at other times. Researching the experiences of
marginalized students, including their social stressors, experiences of
bullying, and discrimination, would provide a more comprehensive understanding
of the emotional well-being within the school.
Conclusion
In
conclusion, the observations of cafeteria environments at different schools
provide valuable insights into the formation of peer groups, social
interactions, communication patterns, and emotional well-being among students.
The findings are consistent with various theoretical frameworks, such as Bronfenbrenner's
microsystem, Vygotsky's Sociocultural Theory of Cognitive Development,
Erikson's developmental theory, and Bandura's social learning theory. The
studies highlight the importance of the immediate environment in shaping
students' beliefs, values, and problem-solving skills.
Across the
observed schools, it was evident that students formed peer groups based on
shared interests and activities, fostering a sense of belonging and social
support. These groups were influenced by factors such as gender, ethnicity, and
common interests. While some groups had clear leaders who made decisions for
the group, others functioned more democratically, with all members
contributing. Disputes within the groups were typically resolved through
negotiation and compromise, reflecting the developmental conflict stage
described by Erikson.
The
communication patterns observed predominantly involved verbal interactions,
although nonverbal cues played a significant role in establishing social
hierarchies and power dynamics. It was encouraging to note that social
hierarchies were not significantly influenced by gender or race. However,
exclusionary behaviour was observed in some instances, driven more by shared
interests or activities than by gender or race. Girls tended to share more
personal information and engage in more supportive communication styles,
highlighting potential gender differences in social interactions.
The
observations also revealed the clustering of students from the same racial or
ethnic background, suggesting the influence of cultural and historical factors.
However, these clusters were not exclusive, and interactions between students
of different backgrounds were common. Students who felt included and welcomed
in their peer groups exhibited positive emotional well-being, while those who
felt excluded experienced negative emotions.
The
observations raise important questions for further research, such as exploring
the historical and cultural factors influencing social divisions, examining the
impacts of social media on adolescent identity formation, and investigating the
experiences of marginalized students. It is crucial to gain a deeper
understanding of these factors to create more inclusive and supportive school
environments that promote the well-being of all students.
Reflection
It was a
great time, and we learned that students who belonged to specific groups were
in a better position to achieve growth. Students in their groups were
encouraged by their peers, and creative skills were observed, such as the use
of nonverbal cues and the development of good communication skills, both of
which contributed to a more refined understanding, among the adolescents. Those
who were involved in groups experienced greater levels of self-confidence and a
sense of ease regarding achieving their desired goals. Groups offered a wider
variety of skills to adapt to than individuals, who always preferred to be
alone.
The
observation time was a valuable period to learn how to manage personalities. Various
qualities contributed to the formation of successful groups. One such quality
was variety among team members. Variety not only in terms of culture,
background, age, and race but also in terms of personality was essential for
high-performing adolescent groups. Every group contained a wide variety of
people with different personalities, but the most successful groups were those who
were able to capitalize on these differences while simultaneously minimizing
the impact of those with inhibiting traits to advance toward the objectives.
As a group,
we learned to negotiate. The outcome is a desirable aspect of group projects
that was built into the process. Allowing someone else’s ideas to be a part of
a shared project led to shared ownership. Each group member needed to see a
little bit of themselves in the final product of the group work process. The
concept of 'positive interdependence' explained 'give-and-take' in the context
of our activity. It was helpful as a result to make sure that each fellow group
member felt as though they had some ownership over the project. In finding what
worked best, we found out that we were able
to disclose ourselves to know what we could do best and what challenged us.
This was an experience of learning from each other. However, there were issues
when we could not easily find a common approach to recording observable
information. When we requested permission to be around students, some members
had to undergo screening for teachers to be sure about the safety of their
children. All of these worked after some time, and we were able to proceed and
complete our research as a group.
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