4.4 Gather information about students' experiences and meanings.

See the CIP Step 4 page for general suggestions about collecting and analyzing information about your puzzlement. In gathering and analyzing information about students' experiences and the meanings they encounter or develop either in and around school or outside school it is important to remember (again) that understanding their perspectives (without judgment) is central.

Many forms of information might be useful. You might observe students in a variety of settings, paying particular attention to (and recording if possible) their naturally-occurring talk. Naturally-occurring talk can give you valuable insights into students' meanings, which they may not always be able to express clearly in interviews. See, for example, how Jacob (1999) used students' naturally-occurring talk in cooperative learning groups to identify what working in these groups meant to the students.

In-depth life histories, with an emphasis on students' educational experiences and meanings, might also be helpful. Flores-González (2002), for example, used life history data in her study of Latino students' identities in relation to school.

If you are focusing on interethnic relations in your classroom or school, Henze, Katz, Norte, Sather and Walker (2002) offered suggestions for collecting and interpreting data prior to any interventions as well as suggestions for monitoring the effects of your intervention(s).

Suggestions specifically related to subquestions are available at the following links:

• 4.4.1 Influences on students from outside school.
• 4.4.2 Imbalances in power or economic opportunities and peer group response to those imbalances.

Success Stories & CIP Studies Related to Students' Experiences and Meanings from Outside School

Reconsider question: 3.4 
Develop intervention: 5.4 
Guide for Reading Step 4 and Step 5 Pages