The "Sense of One's Place" in the "Social Status Game" of an Educational Expedition Group

Autor/inn/en	Ouellet, Lorie; Laberge, Suzanne
Titel	The "Sense of One's Place" in the "Social Status Game" of an Educational Expedition Group
Quelle	In: Journal of Outdoor Recreation, Education, and Leadership, 14 (2022) 3, S.38-58 (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ouellet, Lorie) ORCID (Laberge, Suzanne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1948-5123
Schlagwörter	Group Membership; Social Status; Outdoor Education; Adventure Education; Competence; Interpersonal Communication; Power Structure; Social Justice; Group Dynamics; Gender Bias; Foreign Countries; Undergraduate Students; Cultural Capital; Leadership; Expertise; Gender Differences; Social Bias; Student Behavior; Racism; Canada + Suchen Sie Ihr Suchwort? Gruppenzugehörigkeit; Sozialer Status; Freiluftunterricht; Adventure pedagogics; Abenteuerpädagogik; Erlebnispädagogik; Kompetenz; Interpersonale Kommunikation; Soziale Gerechtigkeit; Gruppendynamik; Geschlechterstereotyp; Ausland; Führung; Führungsposition; Expert appraisal; Geschlechterkonflikt; Student behaviour; Schülerverhalten; Rassismus; Kanada
Abstract	Group status hierarchies can affect the experience of individuals and the outcomes in groups of outdoor adventure education programs. As status is associated with perceived competence, this study aimed to explore the strategies used by group members to influence others' perceptions of their competence in an educational expedition group. Drawing on ethnographic data, a Bourdieusian sociological framework was used to highlight the rationale underlying the different strategies identified. First, we examined the group communication dynamics, and situated participants' communication and leadership acts in the specific hierarchical social context of the group. Second, we identified three categories of strategies aiming at improving one's perceived competence: a) implicit claim of expertise, b) strategies that threatened the status of others or group outcomes, and c) strategies to mitigate status disadvantages. Building on these results, we proposed ways for practitioners to improve inclusivity, student safety, and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01