Abstract
Frames and frame analysis examines the individual’s constructions of reality instead of society’s social constructions. The aim of this qualitative study is to explore college students’ (N = 434) construction of involvement and noninvolvement in the classroom from a frame analysis perspective. Six themes emerged from students’ descriptions of their perceptions of self and other students’ in-class involvement (e.g., active involvement), and eight themes emerged from descriptions of self and other students’ in-class noninvolvement (e.g., student passivity). Overall, students are likely to perceive themselves as involved and other students as noninvolved, even when the classroom behaviors are similar (e.g., listening, taking notes).
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Recommended Citation
Sidelinger, R. J.,
&
Bolen, D. M.
(2015).
Frame Analysis: Students’ Construction of Involvement and Noninvolvement in the College Classroom.
Communication and Theater Association of Minnesota Journal, 37(1).
DOI: https://doi.org/10.56816/2471-0032.1040
