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1. Who are My Peers? Learner-Controlled Social Comparison in a Programming Course

   Kamil Akhuseyinoglu; Aleksandra Klasnja Milicevic; Brusilovsky, Peter (September 2022, European Conference on Technology Enhanced Learning (EC-TEL 2022))

   Hilliger, Isabel; Muñoz-Merino, Pedro J.; De Laet, Tinne; Ortega-Arranz, Alejandro; Farrell, Tracie (Ed.)

   Studies of technology-enhanced learning (TEL) environments indicated that learner behavior could be affected (positively or negatively) by presenting information about their peer groups, such as peer in-system performance or course grades. Researchers explained these findings by the social comparison theory, competition, or by categorizing them as an impact of gamification features. Although the choice of individual peers is explored considerably in recent TEL research, the effect of learner control on peer-group selection received little attention. This paper attempts to extend prior work on learner-controlled social comparison by studying a novel fine-grained peer group selection interface in a TEL environment for learning Python programming. To achieve this goal, we analyzed system usage logs and questionnaire responses collected from multiple rounds of classroom studies. By observing student actions in selecting and refining their peer comparison cohort, we understand better whom the student perceives as their peers and how this perception changes during the course. We also explored the connection between their peer group choices and their engagement with learning content. Finally, we attempted to associate student choices in peer selection with several dimensions of individual differences. 

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2. “It Just Makes It Feel Like You’re Not Alone”: A Qualitative Study of a Social Support Group for High-Achieving, Low-Income STEM Majors

   https://doi.org/10.1007/s41979-024-00116-1  

   LaDue, Nicole_D; Zocher, Erika; Dugas, Daryl (January 2024, Journal for STEM Education Research)

   Abstract The higher education community continues to pursue solutions to the alarming number of science, technology, engineering, and math (STEM) undergraduates leaving their degree programs. This qualitative study investigated the experiences of 12 STEM scholarship recipients in a near-peer-mentored social support group at a large Midwestern university. The goal of this study was to investigate the scholars’ challenges and supports prior to and while participating in a weekly peer group through the lens of the Phenomenological Variant of Ecological Systems Theory model. This case study triangulated the experiences of the peer group participants using pre-group individual interviews, peer leader reflections, and a focus group. The pre-group interviews revealed that the participants experienced challenges associated with the rigor of their courses, self-imposed pressure, and unsupportive relationships. Supports for their persistence prior to the peer group included their internal drive to achieve their goals and supportive relationships, particularly with family. The focus group revealed that the peer group provided a non-academic space to connect with peers, facilitated sense of belonging, and normalized their struggle as STEM majors, broadening their perception of science identity. Paradoxically, although participants highlighted personal disclosure as key to promoting social support, they indicated their greatest challenge in the peer group was discomfort with sharing. 

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3. Expectations for cross-ethnic inclusion by Asian American children and adolescents

   https://doi.org/10.1177/1368430219851854  

   Hitti, Aline; Elenbaas, Laura; Noh, Jee_Young; Rizzo, Michael_T; Cooley, Shelby; Killen, Melanie (July 2019, Group Processes & Intergroup Relations)

   Asian American youth’s inclusion decisions were investigated in cross-ethnic peer contexts (Asian and non-Asian). Ten-, 13-, and 16-year-old participants ( N = 134), enrolled in U.S. schools, decided whether to include a same-ethnic peer with different interests or a different-ethnic peer with similar interests. Findings showed that with age, participants more frequently included a peer who shared interests even when this peer was not of the same ethnicity. Participants expected their peer groups to be equally inclusive of others of both ethnic backgrounds, and expected that in-group parents would be less inclusive of cross-ethnic peers. In addition, adolescents expected parents to have prejudicial attitudes about ethnic out-group members. Views about peer group and in-group parents’ inclusivity diverged from adolescents’ own inclusivity. These findings point to areas for intervention regarding the promotion of cross-group friendships and the reduction of prejudice. 

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4. Peer preferences and characteristics of same-group and cross-group social interactions among autistic and non-autistic adolescents

   https://doi.org/10.1177/13623613211005918  

   Chen, Yu-Lun; Senande, Laura L; Thorsen, Michael; Patten, Kristie (October 2021, Autism)

   Social interaction is inherently bidirectional, but research on autistic peer interactions often frames communication as unidirectional and in isolation from the peer context. This study investigated natural peer interactions among six autistic and six non-autistic adolescents in an inclusive school club over 5 months (14 45-min sessions in total) to examine the students’ peer preferences in real-world social interactions and how the preferences changed over time. We further examined whether social behavior characteristics differ between student and peer neurotype combinations. Findings showed that autistic students were more likely to interact with autistic peers then non-autistic peers. In both autistic and non-autistic students, the likelihood of interacting with a same-neurotype peer increased over time. Autistic and non-autistic students’ within-neurotype social interactions were more likely to reflect relational than functional purposes, be characterized as sharing thoughts and experiences rather than requesting help or objects, and be highly reciprocal, as compared with cross-neurotype interactions. These peer preferences and patterns of social interactions were not found among student-peer dyads with the same genders. These findings suggest that peer interaction is determined by more than just a student’s autism diagnosis, but by a combination of student and peer neurotypes. Lay abstract Autistic students often experience challenges in peer interactions, especially for young adolescents who are navigating the increased social expectations in secondary education. Previous research on the peer interactions of autistic adolescents mainly compared the social behaviors of autistic and non-autistic students and overlooked the peers in the social context. However, recent research has shown that the social challenges faced by autistic may not be solely contributed by their social differences, but a mismatch in the social communication styles between autistic and non-autistic people. As such, this study aimed to investigate the student-and-peer match in real-world peer interactions between six autistic and six non-autistic adolescents in an inclusive school club. We examined the odds of autistic and non-autistic students interacting with either an autistic peer, a non-autistic peer, or multiple peers, and the results showed that autistic students were more likely to interact with autistic peers then non-autistic peers. This preference for same-group peer interactions strengthened over the 5-month school club in both autistic and non-autistic students. We further found that same-group peer interactions, in both autistic and non-autistic students, were more likely to convey a social interest rather than a functional purpose or need, be sharing thoughts, experiences, or items rather than requesting help or objects, and be highly reciprocal than cross-group social behaviors. Collectively, our findings support that peer interaction outcomes may be determined by the match between the group memberships of the student and their peers, either autistic or non-autistic, rather than the student’s autism diagnosis. 

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5. BOARD # 448: SSTEM grant providing improved persistence through enhanced engineering identity

   https://doi.org/10.18260/1-2--55828  

   Brooking, Gary; Corcoran, Samantha; Mendez, Jacob (June 2025, ASEE Conferences)

   With the growing demand for engineers, there is a need to recruit high-achieving economically disadvantaged school students who may not consider attending a 4-year university and to facilitate their success. Our SSTEM (NSF 22-527) Award# 2221623 award looks to identify and recruit high-achieving low-income students who show an interest in the advanced manufacturing industry and facilitate academic success using Tonso’s socialization theory of engineering identity development. We have also found that a foundational common first year seminar course combined with peer mentoring has become powerful tools in helping to enhance engineering identity. Our recruitment strategy is to engage and recruit through local high school teachers. To assess high achievement, emphasis was placed on the teacher’s recommendations. This successful recruitment model was expanded with additional schools and teachers, which has resulted in a higher number of strong candidates for future cohorts. SSTEM students meet initially in a common first-year program and continued to meet regularly on and off campus. Students had connections with industry partners in the spring 2024, with all students engaged in co-ops over the summer. After the first year, Cohort 1 students (n=6) had 100% retention, compared to a college first-year retention average of 64.8%, with an average cumulative GPA of 3.57 compared with the college average GPA of 2.76. Through group activities, Cohort 1 students have developed into a cohesive group. Cohort 1 students were included as part of the interviews and final selection of Cohort 2 and provided valuable input. Participation in the Cohort 2 selection process improved Cohort engagement with the SSTEM program activities. Cohort 2 selected Cohort 1 students to peer mentor. These connections proved important in forming a connection to the SSTEM program and reinforcing their engineering identities. The limited data from the spring survey of Cohort 1’s perception of their SSTEM experience shows that the cohort feels a connection to their careers, and while they have an understanding of future difficulties, they have confidence that they will persist. The key findings from our initial evaluation of the SSTEM program are that involving high school teachers in the selection process has been critical for the recruiting of appropriate candidates. In addition, involving the current SSTEM scholars in the selection process of future cohorts has helped to develop a strong sense of connection between students which has enforced their peer-mentoring relationships. We anticipate that this will help to enhance their connections to the SSTEM program, engineering identity, and retention. 

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