Cross-Sex Collaborative Learning in Elementary Classrooms

Abstract

Structured naturalistic observations, representing about 1,400 hours of classroom behavior, and student surveys were analyzed to determine: (a) the extent to which small group instruction was used in elementary school classrooms, (b) the academic conditions under which small group instruction was used, and (c) the effects of small group instruction on student attitudes and perceptions, particularly those related to gender stereotypes. In 29 fourth and fifth grade classrooms 23,590 observation records were collected; approximately 11% of the records indicated the use of instructional small groups, of which 8% were mixed-sex groups. Small groups were observed more often in physical education and reading classes and less often in art classes. The use of small groups was not related to gender stereotypes regarding student competence but was negatively related to more general gender stereotypes held by female students. Attitudes toward cross-sex cooperation were negatively related to cooperative groupings for both male and female students, although cross-sex peer ratings by females were positively related to cooperative groupings. Perceptions of oneself as a problem solver were positively associated with cooperative groupings for male students only. The results are discussed in relationship to the characterization of sex as a status characteristic influencing the dynamics of group interaction.