Neutralizing Status Constraints on Student Performance in Small Group Activities

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Abstract
Major instructional goals of social education are affected negatively by the absence of equal status student relationships. Student status characteristics such as ethnicity, sex, ability status, and sociometric status are associated with unequal distributions of performance evaluations, participation, and productivity in small group instructional activities. Experimental studies are cited which indicate that status variables frequently cause the unequal distributions of performance thus impeding achievement of social educational goals. Ambiguities in the research findings, particularly related to sociometric status, are identified. Efforts to neutralize status effects are examined including games and teams, diffuse liking structures, peer models, and expectation states training. The theory of status characteristics and expectation states is examined in depth. Research and development tasks are then outlined for social educators concerned with promoting equal status student relationships.