The status-enhancing effect of roles assumed by disadvantaged students
Bibliographic Data
| ID | 19224575 |
|---|---|
| Authors | Emese Nagy (0000-0002-2170-5101, University of Miskolc, corresponding author), Emese K Nagy (0000-0002-8421-6858, University of Miskolc) |
| Year | 2026 |
| Pages | 1-18 |
| Publication date | 2026-04-13 |
| Open Access | No |
| Type | ARTICLE |
| Venue | European Journal of Intercultural studies (JOURNAL) |
| Journal identifiers | ISSN: 0952-391X • E-ISSN: 1469-8439 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/14675986.2026.2652734 |
| OpenAlex | W7154110292 |
| Language | EN |
| References cited | 14 |
Creating classroom environments that ensure equitable participation during group work remains a central challenge in contemporary pedagogy. The Complex Instruction Program (CIP) is a status-sensitive pedagogical approach designed to promote both the inclusion of disadvantaged students and the talent development of high-achieving peers through differentiated tasks and structured interaction patterns. This study investigates how lessons organised according to CIP principles influence the classroom status of disadvantaged students in heterogeneous groups when they are assigned leadership roles, and whether this leads to shifts in their sociometric position. The research was conducted in 2024 in a newly participating school in Central Hungary that had recently joined the CIP network. Data were collected through 11 classroom observations covering 65 small groups of approximately six students each. Among the participants, 39 low-status and 26 high-status students assumed leadership roles. Frequency differences were analysed using independent t-tests. The findings indicate that assigning leadership roles to disadvantaged students in CIP-based lessons produces a significant positive shift in their classroom standing, resulting in a measurable increase in status. These results demonstrate the effectiveness of structured, status-managing pedagogical interventions in promoting upward mobility within classroom hierarchies, strengthening peer cooperation, and fostering inclusive learning environments. The study offers important implications for both classroom practice and educational research
Academic achievement · Cultural competence · Cultural diversity · Disadvantaged · Ethnic group · Qualitative research · Semi-structured interview · Socioeconomic status · Higher Education Research Studies · Intergenerational and Educational Inequality Studies · Social Power and Status Dynamics
Inclusive Education isn’t Dead, it Just Smells Funny
Cooperative Learning
New Developments in Social Interdependence Theory
School Bullying as a Collective Action
Language matters
Complex Instruction in heterogeneous schools
Complex Instruction in Hungary
Inclusive classrooms and assigning competence
Peer Status in Emerging Adulthood
Five Misunderstandings About Case-Study Research
| Highly cited | No |
|---|