Interaction Patterns in Cooperative Groups: The Effects of Gender, Ethnicity, and Ability.

The central question of this study was how gender, ethnicity, and ability influence students' participation in small cooperative groups, especially in relation to leadership. Interaction processes during cooperative group work were recorded in detail on the basis of direct observation and audio-recordings, and transcripts were analyzed by "pattern analysis." The study involved one Dutch school, two teachers, and three classes. All students followed mathematics as well as mother-tongue instruction, as specified in a specially designed curriculum for learning in cooperative groups. In all classes about a third of the students were from non-European backgrounds, mostly North-African (Moroccan). In the analysis eight patterns were distinguished. Some of these were constructive (e.g., the "accepted leadership and delegation" patterns) others were destructive (e.g., "dictatorship" and "sabotage" patterns). When the captain was a girl the boys offered resistance most of the time, while resistance by the girls was the exception. When a boy had the role of captain there was hardly any resistance. Study findings indicated that the gender of the student who takes the role of captain is very important in leadership success, although it is difficult for girls as well as boys to act as captain. The gender factor (sometimes in combination with ethnic background) seems more important than the ability factor in these processes. Although most patterns can be accommodated by the model for interaction in cooperative groups, it is recommended that a third dimension, active versus passive, be included in order to attain a more comprehensive model. (Contains 30 references.) (Author/ND)