Effects of Cooperative Learning on Perceived Status of Male and Female Pupils

Abstract

The effects of cooperative and individualistic learning experiences on the status of male and female American pupils were compared. Expectation states theory predicts that male pupils would have higher status than female pupils and, therefore, be more active and more influential. Social interdependence theory predicts that interaction within cooperative learning groups would result in a process of acceptance characterized by equal status of male and female pupils. Seventy-five sixth-grade boys (n = 43) and girls (n = 32) were randomly assigned to three cooperative conditions and one individualistic condition stratifying for sex, ability level, and original classroom. They participated in the study for 55 min per day for 14 instructional days. Cooperative learning resulted in greater retention and higher level learning than did individualistic learning. Although there were initial achievement differences between boys and girls, and although boys gained in status over girls in the individualistic condition, at the end of the study in the cooperative conditions there were no differences between them in achievement, verbal participation in the group, perceived leadership, and status. These results are consistent with the predictions of social interdependence theory and inconsistent with the predictions of expectation states theory. The results were basically the same in male-majority, female-majority, or equal-sex groups.