in expectation-states theory, any of certain general personal qualities, such as age, sex, and ethnicity, that people intentionally and unintentionally consider when estimating the relative competency, ability, and social value of themselves and others. Unlike specific-status characteristics, diffuse-status characteristics have no particular relevance in the given setting. See status generalization.
1. learning in small groups, to which each student in the group is expected to contribute using interpersonal skills and face-to-face interaction. Students also participate in regular assessment of the group process. 2. a formal method of acquiring information that combines knowledge obtained in a classroom setting with that obtained in a work or applied setting. Typically, the formal classroom aspect of instruction is focused specifically on the actual work experience. See also cooperative training.