Interviewing Teenagers: Peer-to-Peer Interaction, by Marc Deheeger

We are the way we are because we listen to each other. That concept fits with a new theory proposed by Kim R. Hill of Arizona State University and Robert S. Walker of the University of Missouri suggesting “contemporary humans exhibit spectacular biological success derived from cumulative culture and cooperation” (Hill et al. 2011). While not an expert on human evolution, I have the amazing opportunity to talk with teenagers from both coasts and in between, and see for myself the evolution of ideas resulting from peer-to-peer interactions.

The groups of teenagers I had the honor of interviewing come from the states of Illinois, North Carolina and Washington. The Chicago Botanic let us meet their Science First and College First program participants and the Lincoln Park Zoo shared with us their zoo interns. In North Carolina we talked with program participants at the Aquarium at Fort Fisher and members of the Isaac Bear High School Ecology Club, and in Seattle we were joined by aquarium volunteers from multiple high schools.

I have to admit that before I interviewed any youth I was expecting to be met with long bouts of silence only broken by intermittent coughs and sneezes. After my first interaction with the teenagers at the Chicago Botanic Garden, I learned not to expect that any more. In fact, for every question I asked, I had to cut answers short in order to leave room for other questions. It was clear these teenagers were interested in many issues—environmental and more—and they were looking for ways to get involved. It was also clear that each participant was unique in some way, whether in his or her background, interests, or school.

I observed this diversity to be an amazing tool shed in which participants borrowed experiences from one another to refine their ideas. In North Carolina, for example, a volunteer expressed her concern with the health of the nearby beach, given all the littering. Another participant suggested a beach sweep event, at which people would compete to gather up the most garbage. Still another teen, being an avid fisher, suggested they hold a fishing competition for which the cost of entry was collecting a predetermined amount of trash from the beaches. Differences in high schools proved to be another useful resource. At Seattle Aquarium, where none of the 25 students I interviewed went to the same high school, the students commonly expressed surprise at the range of courses, like marine biology, or clubs, like ecology club, that were offered at some schools but not others. In fact, many said they would work to get the same opportunities and organizations at their schools now that they were aware of them.
The diversity brought and shared through peer-to-peer interactions is an immense tool shed that participants can pick through to help improve and expand their ideas. If listening got us to where we are today, just imagine how much better we can be if we listen more.

Reference
Hill, Kim R. et al. "Co-Residence Patterns in Hunter-Gatherer Societies Show Unique Human Social Structure." Science. AAAS, 18 Jan. 2011. Web. 26 Mar. 2011. http://www.sciencemag.org/content/331/6022/1286.