Discourse strategies that co-construct relational identities in STEM peer tutoring

ABSTRACT

This study is a discourse analysis of the transcribed talk recorded between tutors and students in a university peer tutoring program. We focus on STEM tutoring sessions, showing how tutors and students co-construct relational identities in and among the technical, highly task-oriented work of solving math and science problems. Using Grounded Practical Theory as a theoretical framework, we propose that understanding the co-creation of relational identities provides insight into an important component of STEM tutoring sessions. Through the process of Action Implicative Discourse Analysis, we describe three conversational practices with which tutors and students negotiate their relational identity—encouragement talk, sensemaking checks, and metadisciplinary talk. We discuss implications in terms of tutoring sessions’ situated ideals and participants engaging in a community of practice.

KEYWORDS:

• Tutoring
• STEM
• Grounded Practical Theory
• Action Implicative Discourse Analysis
• relational identity

Notes

1 F is frictional force, u represents the Greek letter mu (µ), which is the coefficient of friction of the surface, and N is the “normal force,” the perpendicular force of the object on the surface.

2 “(T)” in front a name identifies the tutor. “(S)” identifies the student.

3 In the recording, Teri uses a nickname for the university that is a long-time rival of her (and Rahn’s) home university. That nickname is given the pseudonym, “West U.”

4 In our data set, John and Ann had two sessions together. John had two sessions with a student other than Ann. Ann had one session with a tutor other than John.