Collaboration in a group of graduate writing teachers

Mary Lynn Bender Sykes, Purdue University

Abstract

Although teachers utilize collaborative groups in the hope of minimizing authoritative influences upon students, the literature suggests that groups often operate hierarchically. For collaboration to fulfill its promise as an equalizing pedagogy compatible with feminist ideals, the way that authority operates in groups needs to be more fully explored. This case study examined the authority influences upon a group of graduate student-writing teachers as they undertook a teacher research project. I taped group meetings, interviewed members and collected artifacts to determine the sources of authority for the group. Using Miner's organizational taxonomy, I classified the authority claims as belonging to the group domain, the professional domain, or the hierarchical domains. The findings showed that the group referenced the professional domain the most frequently, followed closely by references to group authority. Less frequent, but quite important, were references to the hierarchical authority of the university. Each of these three perspectives presented a different interpretation of group functioning. From the perspective of small group theory, the group chose, somewhat atypically, a woman leader. However, the group did not successfully negotiate all the stages of group formation and thus did not enjoy the open communication necessary for optimum project success. Considered in the context of the profession, none of the members individually had enough expertise to complete the project successfully, and differences among their disciplines complicated collaboration. From the hierarchical standpoint, to meet the university's requirements an outside principal investigator was chosen from among the tenured faculty, and he gave his own input on the project. The findings suggest that considering groups in terms of contextual influences gives a fuller picture of authoritative influences operating there, and that the various contexts in which groups operate can conflict.

Degree

Ph.D.

Advisors

Sullivan, Purdue University.

Subject Area

Rhetoric|Composition|Higher education|Educational sociology

COinS