Campus Units
Education, School of
Document Type
Article
Publication Version
Accepted Manuscript
Publication Date
Winter 2019
Journal or Book Title
Review of Higher Education
Volume
43
Issue
2
First Page
603
Last Page
632
DOI
10.1353/rhe.2019.0112
Abstract
Undergraduate students benefit from academic-centered peer interactions, especially in large lecture courses. However, little is known about how students come together and form relationships around a course. I conduct a mixed-methods study of students' peer networks to explore how students choose peers for academic-focused interactions. The network of connections among students in a large undergraduate physics class decreases over time, leaving students looking for study partners later in the course at a disadvantage. While community structure might limit relationship formation late in the semester, students who connected across campus capitalized on network internalities that facilitated opportunities for collaboration.
Copyright Owner
John Hopkins University Press
Copyright Date
2019
Language
en
File Format
application/pdf
Recommended Citation
Brown, Michael G., "The Push and Pull of Social Gravity: How Peer Relationships Form Around an Undergraduate Science Lecture" (2019). Education Publications. 144.
https://lib.dr.iastate.edu/edu_pubs/144
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Assessment, Evaluation, and Research Commons, Educational Psychology Commons, Social and Philosophical Foundations of Education Commons
Comments
This article is published as Brown, M. The Push and Pull of Social Gravity: How Peer Relationships Form Around an Undergraduate Science Lecture., Review of Higher Education, Winter 2019, 43(2); 603-632. Doi: 10.1353/rhe.2019.0112. Posted with permission.