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Desegregation, Jigsaw, and the Mexican-American Experience
Abstract
effects of desegregation / sanction by authority / equal-status contact / in pursuit of common goals
jigsaw method / expert group / jigsaw group
experiments in the classroom / self-esteem, liking school, and liking one another / academic performance
some mechanisms underlying jigsaw / dissonance reduction / empathic role-taking / peer rewards and increased participation / attribution of success and failure / interaction among outcomes
generalization of positive attitudes
socialization in the Mexican-American family (PsycINFO Database Record (c) 2012 APA, all rights reserved)
... Since 1970, a group of investigators, guided by Allport's (1954Allport's ( /1979 theory, have produced a rich body of cumulative research on the effects of cooperative learning groups and activities on students' racial attitudes, friendship choices, and achievement. Much of this research has been conducted as well as reviewed by investigators such as Aronson (2002) and his colleagues (Aronson & Bridgeman, 1979;Aronson & Gonzalez, 1988), Cohen and her colleagues (Cohen, 1972(Cohen, , 1984Cohen & Lotan, 1995), Johnson (1981, 1991), Slavin (1979Slavin ( , 1983Slavin ( , 1985, and Slavin and Madden (1979). Schofield (2004) has written an informative review of this research. ...
... This research strongly supports the notion that cooperative interracial contact situations in schools-if the conditions described by Allport (1954Allport ( /1979 are present in the contact situations-have positive effects on both student interracial behavior and student interactions (Aronson & Gonzalez, 1988;Slavin, 1979Slavin, , 1983. In his review of 19 studies of the effects of cooperative learning methods, Slavin (1985) found that 16 showed positive effects on interracial friendships. ...
Worldwide immigration and quests for rights by minority groups have caused social scientists and educators to raise serious questions about liberal assimilationist conceptions of citizenship that historically have dominated citizenship education in nation-states. The author of this article challenges liberal assimilationist conceptions of citizenship and citizenship education. He argues that citizenship education should be reformed so that it reflects the home cultures and languages of students from diverse groups, and he contends that group rights can help individuals to attain structural equality. In the final part of the article, he discusses the implications of his analysis for transforming citizenship education.
... Moreover, manifestations of prejudice and discrimination rooted in race, ethnicity, and social class pose substantial impediments. Teachers might be subject to prejudicial attitudes and discriminatory behaviours from students, parents, or colleagues (Aronson & Gonzalez, 1988). This unfavourable dynamic can hinder the establishment of an inclusive classroom milieu that upholds the ethos of cordiality and respect across cultural boundaries. ...
The research, prepared for the Multicultural Classrooms: Inclusive Learning and Teaching in Higher Education Erasmus+ project, endeavours to assess the current state of multicultural classrooms in Europe through interviews conducted with lecturers and students at partner universities (Türkiye, Belgium, Romania, Bulgaria, Czech Republic, and Spain). The research evaluates instructional systems designed to equip faculty members with the competence to manage heterogeneous and culturally diverse classroom environments. Additionally, the report seeks to identify avenues for embedding multiculturalism within European higher education. The methodological approach involves a literature review on multicultural classrooms, and the report accentuates the need to extend discussions on multicultural classrooms to the higher education context. The report presents findings from interviews with international students and teaching staff, summarising emergent themes derived from content analysis. These findings aim to enhance comprehension of multicultural classrooms in Europe and inform strategies to promote diversity and multiculturalism in European higher education institutions. The report underscores shared themes and fundamental aspects of higher education internationalisation within multicultural classrooms. The importance of language proficiency in English as a determinant of successful internationalisation is consistently recognised. Cultural diversity is celebrated as a valued ethos across all countries, with exposure to diverse cultures and perspectives deemed intrinsic to studying abroad. Institutional support for international students is highlighted, emphasising the need for robust orientation programs and support mechanisms. Challenges tied to cultural differences and language barriers are acknowledged universally, underscoring the significance of fostering cultural sensitivity and intercultural communication skills. Inclusive academic environments for international students are prioritised, where lecturers strive to establish settings fostering open dialogues and intercultural competence. The report emphasises the significance of training and professional development for lecturers in multicultural classrooms, including recommendations for observation periods abroad and exchange programs to promote inclusive practices. Based on an exhaustive analysis of national reports, the international report culminates in a compilation of recommended training courses crucial for enhancing the effectiveness of multicultural classrooms. Collectively, these findings underline a shared commitment to inclusive and supportive environments for international students across the featured countries. The insights gleaned hold value in shaping higher education internationalisation within and beyond Europe, acknowledging the significance of global interconnectedness and diversity in contemporary education.
... In contrient goal structures, an individual can attain her or his goals only if others fail to achieve their goals. Subsequent empirical research showed that individuals working within promotive goal structures show higher rates of group productivity, have greater division of labor on group tasks, and communicate more in ways conducive to group performance than do individuals in contrient goal structures (Aronson & Gonzalez, 1988;French, Brownell, Graziano, & Hartup, 1977;Graziano, French, Brownell, & Hartup, 1976;cf. Knight, 1991 K There is a further qualification of the supposedly pan-human capacity for interindividual cooperation. ...
The performance of individuals within groups, and of groups as units, is the product of immediate goal structures and personality differences pertinent to those goals among group members. A level-of-analysis approach linked the dimension of agreeableness to situated competitiveness and task performance in group settings. Hypotheses were (a) individual differences in self-rated and other-rated competitiveness are related (inversely) to the Big Five dimension of agreeableness, (b) immediately situated promotive and contrient goal structures influence self-ratings of competitiveness, (c) immediate goal structures differentially activate competitiveness to affect task performance in groups, and (d) agreeableness effects on task performance are partially mediated by competitiveness. Structural equation modeling corroborated hypotheses about the links among agreeableness, competitiveness, and task performance.
... According to the curriculum, children who come to school with different views and beliefs about different races and ethnicities (Phinney & Rotheram, 1987) have achieved success in their studies, pursuing equity pedagogy studies (Banks and banks, 1995). According to research, when collaborative teaching strategies are used instead of competition, African-American and Mexican-American students achieve higher academic success (Aronson & Gonzalez, 1988). Levels of student mental and behavioral development should be considered when planning activities and projects. ...
Higher education institutions play a critical role in preparing the next generation for a prosperous future.
They must establish high ethical ideals and practices among the student body in addition to providing an
outstanding education. "Ethics" is a discipline that deals with what is "good" or "evil," as well as moral duty
and obligations. Every culture and society in the world has formed an ethical code that must be followed and
practiced by its members. Each cultural context is made up of institutions and forces that influence and shape
the values, beliefs, and actions of that society. The goal of this chapter is to define ethics and education, as
well as the function of ethics in higher education.
... Eşitlik pedagojisi, öğretmenlerin öğretimlerini çeşitli ırksal, kültürel ve sosyal sınıf gruplarından öğrencilerin akademik başarısını kolaylaştıracak şekilde değiştirdiklerinde ortaya çıkmaktadır (Banks ve Banks, 1995). Yapılan araştırmalarda; eğitimde rekabetçi olanlardan ziyade işbirlikli öğretim etkinlikleri, stratejileri kullanıldığında Afrikalı Amerikalı ve Meksikalı öğrencilerin akademik başarılarının arttığını göstermektedir (Aronson ve Gonzalez, 1988 (Kalantzis, 1990, s.220;Quadros, 1999, s.5). ...
Kültür bir toplumun tüm değerlerini oluşturan; aktarılabilen, yenilenen, geçmişten günümüze kadar gelen tüm yapıtaşlarıdır. Ülkemiz kültürel çeşitliliği zengin olan bir ülkedir. Araştırmaya Türkiye’nin farklı bölgelerindeki devlet üniversitelerinde öğrenim gören 278 müzik öğretmeni adayı katılmıştır. Bu çalışmanın amacı müzik öğretmeni adaylarının sahip olduğu Çokkültürlü Kişilik, Değerler, Kültürel Zekâ Düzeyleri ve Yerel Müziklere İlişkin Görüşlerinin incelenmesidir. Araştırmada müzik öğretmeni adaylarının çokkültürlü kişilik değerleri ve kültürel zekâ yapılarının; cinsiyet, sınıf, yaş, üniversite, mezun olunan lise türü, ailede müzik ile ilgilenen birisinin olup olmaması, dinlenilen müzik türü, çalgı, aile gelir düzeyi, anne ve baba eğitim durumuna göre farklılaşıp farklılaşmadığına ilişkin değişkenlere göre, yerel müziklere olan yaklaşımları ve görüşleri ele alınarak farklılık durumları incelenmiştir. Karma araştırma yöntemlerinden yakınsayan paralel desenle yürütülmüştür. Veriler Kişisel Bilgi Formu, Çokkültürlü Kişilik, Değerler ve Kültürel Zekâ Ölçeği ve Yerel Müziklere İlişkin Görüşme Formuyla toplanmıştır. Nicel verilerin analizinde Betimsel analiz, Bağımsız Grup t-testi, Tek Yönlü Varyans Analizi (ANOVA), Kruskal Wallis-H Testi, Pearson Korelasyon Katsayısı kullanılmıştır. Nitel verilerin analizi fenomenoloji deseniyle yürütülmüştür. Araştırmanın sonucunda müzik öğretmeni adaylarının değerleri; cinsiyete göre toplumsal değer alt boyutunda kızların lehine, yaşa göre, insan onuru alt boyutu 27 yaş ve üzeri olanlar lehine, üniversiteye göre, kariyer değerleri ve maneviyat alt boyutunda anlamlı şekilde farklılaştığı görülmüştür. Algılanan gelir düzeyine göre yüksek gelir düzeyine sahip bireyler lehine materyalist değerler alt boyutu ve orta ve az gelir düzeyine sahip bireyler lehine romantik değerler alt boyutlarında anlamlı farklılıklar bulunmuştur. Değerler ölçeğinin materyalist değerler alt boyutuna göre, okuma yazma bilmeyen babaya sahip öğrencilerin ve lisans eğitimi almış babalara sahip öğrencilere göre anlamlı düzeyde farklılık gösterdiği görülmüştür. Dinlenilen müzik türüne göre, maneviyat alt boyutu, ailede müzikle ilgilenen birinin olması değişkenine göre, özgürlük alt boyutu ve çalgıya göre ise yaylı çalgı grubu için gözlenen maneviyat değeri tuşlu çalgılara göre anlamlı bulunmuştur.
Çokkültürlü kişilik yapılarıyla ilgili olarak; cinsiyet değişkeninin, kültürel empati alt boyutu kızların lehine anlamlı ve yüksek olduğu bulunmuştur. Esneklik alt boyutunda 18-21 yaş grubu ile 21-24 yaş grupları arasında anlamlıdır. Duygusal denge alt boyutu müzik öğretmeni adaylarının baba eğitim düzeylerine göre istatiksel olarak anlamlı olduğu
vi
görülmüştür. Tercih edilen müzik türüne göre esneklik alt boyutunda ve ailede müzikle ilgilenenlerin olması da sosyal girişkenlik alt boyutunda anlamlı düzeyde farklılaştığı görülmüştür. Kültürel Zekâ Ölçeğinin üstbiliş ve biliş alt boyutuna göre; ailede müzikle uğraşan birilerinin olup olmaması istatistiksel olarak anlamlı bulunmuştur. Çokkültürlü Kişilik Ölçeği’nin alt boyutları arasındaki ilişkinin pozitif yönlü ve anlamlı olduğu, diğer alt boyut çiftleri arasındaki ilişkileri gösteren korelasyon değerleri ise pozitif yünlü ve istatistiksel olarak (p<0.01) düzeyinde anlamlı olduğu görülmüştür. Kültürel Zekâ Ölçeği’nin alt boyutlarının kendi aralarındaki ilişkileri pozitif yönlü ve anlamlı olarak bulunmuştur. Değerler Ölçeğinin Toplumsal Değer alt boyutu ile Kültürel Zekâ Ölçeğinin Üstbiliş (p<0.01) ve Biliş (p<0.05) alt boyutları arasında istatistiksel olarak anlamlı ve pozitif yönlü ilişkisi olduğu görülmüştür. Aynı şekilde Kariyer değerleri alt boyutu ile Kültürel zekanın Üstbiliş (p<0.01), Biliş (p<0.01) ve Davranış (p<0.05) alt boyutları arasında de anlamlı düzeyde ilişkiler belirlemiştir. Değerler ölçeğinin fütüvvet alt boyutu ile kültürel zeka ölçeğinin alt boyutlarının tamamı arasında istatistiksel olarak anlamlı ilişkiler belirlenmiştir. Araştırmanın nitel kısmında, müzik öğretmeni adaylarının yerel müziklere ilişkin son derece olumlu yaklaşımlarının olduğu toplumsal değerler, kültürel aidiyet, yakınlık, empati, açıklık gibi duyguların ön planda olduğu görülmüştür. Araştırmanın nitel bulgularının nicel bulguları desteklediği görülmüştür. Elde edilen bulgular alanyazın çerçevesinde tartışılarak müzik öğretmeni adaylarına ve araştırmacılara çeşitli öneriler sunulmuştur.
... Es konnte gezeigt werden, dass die Methode sehr wirksam ist. Das Selbstwertgefühl und die Leistung der Lernenden einer Minderheit verbesserte sich und Intergruppenfreundschaften wurden gefördert (Aronson 1978;Aronson & Gonzalez 1988). ...
In den beruflichen Fachrichtungen Gesundheit und Pflege stellt die Konzeption und Realisierung interprofessioneller Ausbildungsformate das Berufsbildungspersonal vor neue Herausforderungen. Interprofessionelle Lehr-Lernsituationen werden institutionsübergreifend – in Abhängigkeit der für die
Lerneinheit beteiligten Berufsgruppen – von Universitäten und Hochschulen, Ausbildungseinrichtungen des Gesundheitswesens und Berufsfachschulen mit gesundheitsberufsbildenden Ausbildungsgängen durchgeführt. Grundsätzlich werden die interprofessionellen Bildungsprozesse bisher wenig unter bildungswissenschaftlichen Fragestellungen reflektiert. Insbesondere besteht ein Mangel an didaktisch begründeten Denkansätzen
für interprofessionelle Lehr-Lernangebote, die auf die Mikroebene interprofessionellen Lehr-Lernsituationen zielen. Hier setzt der Beitrag an und stellt aus theoretisch-konzeptioneller Perspektive einen Vorschlag zur didaktischen Gestaltung interprofessioneller
Lehr-Lernsituationen vor.
... First, teachers can easily administer tasks that require cooperation among pupils to achieve superordinate goals (such as achieving better academic results while entertaining themselves, thus potentially impacting also on school motivation). This assertion is supported by research showing the effectiveness of cooperative learning programs, an approach consistent with approaches implementing cooperative intergroup contact (Aronson & Gonzalez, 1988;Roseth, Johnson, & Johnson, 2008;Schofield, 2004;Stephan & Stephan, 2005). Moreover, pupils in schools share equal status and their interactions are supported by institutions (i.e., teachers and school managers support integration). ...
Although research has shown that interventions within educational contexts based on direct, face-to- face contact are effective in reducing prejudice, they may be difficult to implement. Recent research has demonstrated that also indirect contact is a useful strategy to improve intergroup relations. In the present work, we focus on three forms of indirect contact which have received consistent attention by social psychologists in recent years: vicarious contact, extended contact, imagined contact. The interventions reviewed support indirect contact strategies as effective and flexible means of reducing prejudice within schools. In the final part of the article, we discuss the theoretical and practical implications of our literature review and provide some suggestions for future research.
... Researchers have successfully shown that intergroup harmony can be promoted by altering features of the classroom environment in accordance with th ese principles. For instance, Aronson and Gonzalez ( 1988) designed What is called the ji gsaw classroom, in which students work coopera-;v~ly to learn and teach each other components of an academic lesson. ...
... Researchers have shown that intergroup harmony can be promoted in accordance with these principles (see evidence from meta-analyses; see Davies, Tropp, Aron, Pettigrew & Wright, 2011;Pettrigrew & Tropp, 2006;Tropp & Prevonost, 2008). A classic example of altering features of the classroom to address these principles is Aronson and Gonzalez's (1988) jigsaw classroom. Competitive aspects of the classroom are replaced with cooperative ones such that students work cooperatively to learn and teach each other components of an academic lesson. ...
... Research strongly supports that intergroup harmony can be promoted by altering features of racially and ethnically diverse classroom environments in accordance with these principles (for evidence from a large-scale meta-analysis, see Pettigrew & Tropp, 2006;Tropp & Prenovost, 2008). For instance, Aronson and Gonzalez (1988) designed what is now a classic demonstration and is called the jigsaw classroom, in which students work cooperatively to learn and teach each other components of an academic lesson. This technique replaced competitive aspects of the classroom with cooperative activities. ...
... Ésta se presenta como un centro de interacción y participación ciudadana que en principio debería facilitar la integración de los distintos colectivos. Se han elaborado técnicas educativas concretas basadas en la hipótesis del contacto, que tratan de eliminar la cultura competitiva del ámbito escolar, entre las cuales se encuentra el aprendizaje cooperativo, método estructurado de aprendizaje interdependiente (Aronson y González, 1988) o, entre otros, el procedimiento de entrenamiento de asimilación cultural, que consiste en exponer a los sujetos a las costumbres, percepciones o significados de otra cultura para enseñarles a ver situaciones conflictivas desde la perspectiva del otro (Van Den Heuvel y Meertens, 1989). ...
... ;Desforges y cols., 1991). Además a este tipo de intervenciones pueden añadirse de factores potenciadores del cambio tales como la presencia de un fuerte apoyo institucional, igualdad de estatus entre los grupos en contacto y la obtención de algún tipo de reforzador(Allport, 1954;Aronson y Gonzalez, 1988; Brewer y Millar, 1988).En esta línea hemos desarrollado un programa a través del cual incidir en las actitudes de un grupo de sujetos en contacto con enfermos mentales crónicos proponiendo una tarea cooperativa (aprendizaje de técnicas de elaboración de mosaicos) atendiendo a los factores antes mencionados de forma que la actividad se desarrollase con apoyo institucional (en el centro de rehabilitación psicosocia1 ), tratando de igualar el status mediante la actuación como monitores de los sujetos con alteraciones mentales (más expertos previamente en las tareas) y recompensando la actividad ...
Con el objetivo de evaluar una estrategia basada en la interacción cooperativa en la modificación de actitudes hacia personas con enfermedades mentales crónicas, cuatro sujetos con esquizofrenia actuaron durante 24 horas como co-monitores en un taller de decoración con mosaicos al que asistieron 8 personas sin contacto previo con este colectivo. Además de las actitudes, se realizaron medidas de interacción verbal y física mediante técnicas de observación sistemática e igualmente se evaluó la autoestima de los sujetos con esquizofrenia antes y después de finalizado el programa. Durante 8 semanas ambos grupos realizaron trabajos conjuntos finalizando con la exposición pública de las obras elaboradas. Los datos obtenidos pese a no alcanzar significación estadística sugieren una tendencia positiva hacia el cambio de las actitudes de los asistentes acompañada de un leve descenso en la autoestima de los pacientes participantes. Los niveles de interacción que se incrementaron durante las primeras cuatro semanas descendieron hasta alcanzar la línea base inicial antes de finalizar el programa. Los resultados se discuten en relación al diseño de nuevas estrategias susceptibles de potenciar la intervención realizada.
... Success of each individual depends on the success of every other group member (Aronson et al., 1978). Students participating in jigsaw classrooms have benefited from increased self-esteem, greater liking for other classmates and school, as well as improved performance on tests (Aronson & Gonzalez, 1988;Aronson et al., 1978). ...
Background
Achievement gaps continue to garner a great deal of attention both in academic and in popular circles. Many students continue to struggle despite broad educational reforms aimed at narrowing these gaps in learning and performance.AimsIn this article, we review a number of social psychological interventions that show promise in reducing gaps in achievement, not by addressing structural barriers to achievement, but by helping students cope with threats to their identity that impair intellectual functioning and motivation. For example, interventions involving meditation, role models, emotional reappraisal, growth mindsets, imagining possible selves, self-affirmations, belongingness and cooperative learning have been shown to ameliorate threats to identity and raise achievement. We describe and evaluate these social psychological interventions.ArgumentsMany achievement gaps involve a psychological predicament: a threat to one's social identity or to one's sense of belonging. Students' implicit theories – how they mind the gap – can act as barriers to their success. By helping students cope with these threats, these theory-based interventions represent a genuine advance in the way schools may reduce gaps in achievement.Conclusion
These interventions show how students' educational success depends partly on fluid aspects of context – how tasks are framed, who else is in the room, or what they believe about intelligence. Because of this fluidity, these interventions may not work in all settings. Achievement gaps are ultimately caused by a variety of factors, both objective and subjective that produce inequality. The research reviewed here suggests that even without changes in objective barriers to success, brief psychological interventions can narrow what many see as intractable gaps in academic achievement.
... With the advent of cooperative learning techniques, such as the Jigsaw Classroom (Aronson & Gonzalez, 1988), small group learning, team-based learning (e.g., Fink, 2002), and the use of multimedia materials (e.g., Busstra, De Graaf, & Hartog, 2007) to name a few, active learning methods have gained popularity in primary, secondary, and college classrooms. According to Bevis (1989), these methods can help students improve both critical thinking and analysis skills, while better retaining course information. ...
The impact of active learning techniques on student learning outcomes was assessed across two studies. Performance data from two parallel sections of Introduction to Psychology (one traditional and one redesigned in which active learning techniques as well as online activities were incorporated into each lecture) were compared. Data from the traditional and redesigned sections on three identical semester tests, final exam grades and overall course grades were compared. Study 1 results indicate that students in the redesigned section performed as well as students in the traditional section on the semester tests and the final exam. The final grade distribution did not differ significantly between the traditional and redesigned sections. However, in Study 2, when controlling for instructor and teaching style, the results indicate that the redesigned section performed significantly better on all measures compared to the traditional section.
... An additional relational strategy that has been understudied by stereotype threat researchers but which deserves mention here is the formation of cooperative groups in classrooms, such as the "Jigsaw Classroom" technique developed by Elliot Aronson and his colleagues (Aronson & Gonzalez, 1988;Aronson & Patnoe, 1997). Originally designed to combat racial tension and inter-group hostility between Latinos and whites in Texas elementary schools, the jigsaw classroom technique requires students to work and learn in cooperative groups and discourages unhealthy competition which may lead to or intensify perceptions of stereotype threat. ...
... 4. The equitable pedagogy dimension concerns ways to modify teaching so as to facilitate academic achievement among students from diverse groups. Research indicates, for example, that the academic achievement of African-American and Mexican-American students improves when teachers use cooperative (rather than competitive) teaching activities and strategies (Aronson and Gonzalez 1988). ...
Teaching from a range of perspectives will prepare students from diverse groups to work together in a truly unified nation. Schools today are rich in student diversity. A growing number of American classrooms and schools contain a complex mix of races, cultures, languages, and religious affiliations. Two other sources of diversity are becoming increasingly prominent as well. The widening gap between rich and poor students is creating more social class diversity, and an increasing number of gay students and teachers are publicly proclaiming their sexual orientations. Toward an Authentic Unum The increasing recognition of diversity within American society poses a significant challenge: how to create a cohesive and democratic society while at the same time allowing citizens to maintain their ethnic, cultural, socioeconomic, and primordial identities. Our ideal as a nation has been and continues to be e pluribus unum—out of many, one. In the past, Americans have tried to reach this goal by eradicating diversity and forcing all citizens into a white Anglo-Saxon Protestant culture (Higham 1972). This coerced assimilation does not work very well. An imposed unum is not authentic, is not perceived as legitimate by nonmainstream populations, does not have moral authority, and is inconsistent with democratic ideals. To create an authentic, democratic unum with moral authority and perceived legitimacy, the pluribus (diverse peoples) must negotiate and share power. Even with its shortcomings, the United States has done better in this regard than most nations. Still, citizen expectations for a just unum are far outpacing the nation's progress toward its ideal. Many citizens of color, people with low incomes, or speakers of languages other than English feel alienated, left out, abandoned, and forgotten. Our society has a lot to gain by restructuring institutions in ways that incorporate all citizens. People who now feel disenfranchised will become more effective and productive citizens, and new perspectives will be added to the nation's mainstream institutions. The institutions themselves will then be transformed and enriched.
... This refers to the development of an awareness that crosses cultural boundaries, understanding that difference does not necessarily imply inferiority or superiority -and it should apply to all students. We know that the academic achievement of minorities increases when cooperative approaches to teaching are employed, and all students develop more positive attitudes about diversity when teachers use cooperative, rather than competitive or dismissive learning methods (Aronson and Gonzalez, 1988). In effect, the end goal for the ethnic and linguistic minority student would be a mindset that, a priori, privileges neither opposition nor conformity. ...
Population projections indicate that the Latino population as a whole will become the largest single ethnic group in the United States (U.S.) by 2020, a significant portion of which can be attributed to immigration. While the U.S. Latino population consists largely of Mexican, Puerto Rican, and Cuban descent groups, recent immigrants hail increasingly from Central and South American countries, leading to even greater population diversity. Disproportionately poor and unskilled, Latino immigrants enter the U.S. hoping for economic gain and a rising living standard for themselves and their families. Thus, as have other groups, they seek educational opportunities as a means for social and economic mobility. However, Latinos have been particularly marginalized in terms of educational outcomes in the U.S. We examine this problem against recent demographic changes, tracking educational achievement for the U.S. Latino population in general and new immigrants in particular. Analyzing these outcomes in light of societal stratification and inter-and intra-group structural relations, we develop a critical assessment of them relative to current policy perspectives and propose an alternative policy approach to education based on cultural dynamics reflected in patterns of interaction within and between the groups in question and the broader society.
... Aronson and his colleagues showed that the children who participated in the jigsaw classroom reduced their ethnic stereotypes about the out-group (Aronson et al. 1978). Other studies have shown similar success in reducing racial hostil ity in classroom settings (Johnson and Johnson 1981;Slavin 1985;Aronson and Gonzalez 1988;Aronson and Thibodeau 1992). ...
... An additional relational strategy that has been understudied by stereotype threat researchers but which deserves mention here is the formation of cooperative groups in classrooms, such as the "Jigsaw Classroom" technique developed by Elliot Aronson and his colleagues (Aronson & Gonzalez, 1988;Aronson & Patnoe, 1997). Originally designed to combat racial tension and inter-group hostility between Latinos and whites in Texas elementary schools, the jigsaw classroom technique requires students to work and learn in cooperative groups and discourages unhealthy competition which may lead to or intensify perceptions of stereotype threat. ...
The objective of the study was to investigate the role of school culture in shaping the development of intercultural competence among students in public secondary schools in Kericho County, Kenya. The study employed a descriptive research approach. 5 Quality Assurance and Standards Officers (QASOs), 209 principals, 418 classroom teachers, and 418 student leaders (representing Form 1 and Form 2 classes) from 209 public secondary schools made up the target population. With 5 QASOs, 57 principals, 116 class teachers, and 116 student leaders, the sample size was 294; these individuals represented 20%, 40%, and 40% of their respective target groups. The sample size was calculated for the study using the Slovin formula. For class teachers and student leaders, representativeness was guaranteed through the use of cluster sampling and stratified random sampling; purposive sampling was employed for principals and QASOs. Questionnaires and interviews were used to collect data, and 10% of the sample size from six public secondary schools in Baringo County participated in a pilot project. SPSS was utilized to calculate descriptive statistics, while Pearson correlations were employed for inferential statistics. Tables and charts were used to display the results, and narratives were used to show the qualitative data that had undergone theme analysis. The findings demonstrated that there was a high and statistically significant positive connection (r = 0.625, p < 0.01) between students' intercultural competence and school culture, indicating that intercultural competence had a positive relationship with enhanced school culture. School Culture emerges as a significant predictor of Intercultural Competence among Students (β = 0.228, p = 0.029).
Das Konzept der Citizenship Education ist Bestandteil einer Publikation von James Banks, die erstmals im Jahr 2008 im Englischen publiziert wurde. Banks erörtert die Bedeutung internationaler Migration und deren Konsequenz, dass in beinahe allen Nationalstaaten multiethnische Gemeinschaften entstehen. Auch in Schulen und Universitäten sind Angehörige kultureller, ethnischer, sprachlicher oder religiöser Minderheiten präsent. Der Argumentation zufolge sind universalistische bzw. assimilatorische Strategien in der Organisation von Bildungsprozessen problematisch, weil sie zentrale Bestandteile individueller Identitäten von Angehörigen unterschiedlicher Minderheiten ausblenden und Normalitätsvorstellungen setzen, die Minderheiten benachteiligen. Zudem wird ein kaum zu überbrückendes Spannungsverhältnis zwischen Mehrheitskultur und Minderheitenkulturen etabliert, indem Minderheiten dazu gebracht werden sollen, sich von ihren kulturell differenten Wissensbeständen loszusagen. Vor diesem Hintergrund wird dafür plädiert, eine starke Überarbeitung von Citizenship Education mit dem Ziel vorzunehmen, sogenannte „transformative citizens“ hervorzubringen, die über Kritikfähigkeit und kulturelle Fähigkeiten verfügen und die auf dieser Grundlage zu einer demokratischen Umgestaltung von Gesellschaften beitragen können.
This research aims to explore how teachers implement multicultural-based English language teaching in a language institution and students' views of teachers' implementation of multicultural-based English language teaching. This research is qualitative with a case study design. In collecting the data, the researcher used direct observation by observing teaching and learning processes to find teachers implementing multicultural-based English language teaching and semi-structured interviews to explore the students' views. There are two main points of the findings of this study: 1) there are four dimensions of multicultural education exist in the teachers' implementation of multicultural-based English language teaching: content integration, knowledge construction process, prejudice reduction, and equity pedagogy; 2) Students have positive views toward the teachers' implementation of multicultural-based English language teaching. Thus, the researcher concluded that teachers and students have positive views towards implementing multicultural-based English language teaching, and teachers have been implementing multicultural-based English language teaching in their classes. Furthermore, similar studies in the future are better to discuss the implementation of multicultural-based English language teaching using other approaches or other theories to analyze different parts of it
Warum ist der Begriff „Vorurteil“ in unseren Köpfen so negativ behaftet? Dies liegt daran, dass Vorurteile neben positiven Effekten auf die Effizienz der Informationsverarbeitung auch verheerende Auswirkungen haben können und uns vor allem diese negative Seite der Medaille präsent ist. So können Vorurteile dazu führen, dass beispielsweise Ausländer, Behinderte oder auch Übergewichtige sowohl in der Schule als auch im Berufsleben gehänselt, drangsaliert und gemieden werden. Aufgrund dieser Auswirkungen von Vorurteilen und ihrer Eskalationen erscheint es besonders bedeutsam, Kenntnis darüber zu haben, was Vorurteile genau sind (Abschn. 4.1), wann und wie sie zur Anwendung kommen (Abschn. 4.2), wie sie entstehen (Abschn. 4.3) und was sie aufrechterhält (Abschn. 4.4). Auf Basis dieses Wissens ist es möglich, verantwortungsvoller mit eigenen Vorurteilen umzugehen.
Despite what we have learned about the causes and consequences of bullying, efforts to reduce bullying through interventions to date have yielded modest results. Most bullying prevention efforts have targeted perpetrators and victims, ignoring the powerful role that observers play in maintaining cycles of bullying. This article presents literature from the fields of bystander behavior, empathy training, multicultural education, and ally/social justice orientation development; integrates relevant findings; and proposes a comprehensive model of upstanding behavior to inform prevention efforts. Through helping youth understand the value of being upstanders, there is a greater propensity for our schools and communities to become safer, more compassionate places that value the contributions of all members.
The aim of this study was investigate the mood state of the sailors in competition. Participated
six athletes the Brazilian national sailing team in Panamerican Games. Athletes completed the
“Brunel Mood Scale (BRUMS)” before and after the races, totaling 19 assessments over the competition.
To analyze the data and statistical analysis was descriptive and inferential. Athletes showed
variations in mood both before and after the races. The sailors had high levels of stress, depression
and anger before the race, while after all factors were elevated. The force is maintained at optimum
levels throughout the evaluations.
This article analyzes the problems related to the representation of national categories through the implementation of a sociogram in schools with a high percentage of foreign students. We discuss the theoretical assumptions about the use of sociograms to measure and build social integration in multicultural contexts. The mismatch produced between the results obtained through this tool and the results provided by my participant observation in classes, contributes to problematise the issues of representation and categorization contained in the interculturality as an educational project. Finally, the article points the limits of the implementation of sociograms in multinational and segregated contexts as well as the problems presented by the category «nationality» in that context.Este artículo reflexiona sobre los problemas de representación de categorías nacionales a partir de la aplicación de un sociograma en escuelas con un elevado porcentaje de alumnos extranjeros. Analiza los presupuestos teóricos que llevan a utilizar el sociograma como herramienta de medición y construcción de la integración social en contextos multiculturales. El desajuste producido entre los resultados del test y la observación participante en las aulas genera una reflexión en torno a los problemas de representación y categorización implícitos en la interculturalidad como proyecto socioeducativo. Para finalizar se apuntan los límites en la aplicación de esta herramienta en contextos multinacionales segregados, y los problemas fenomenológicos que presenta la categoría «nacionalidad» en este contexto.
Obesity has become one of the serious health problems currently affecting western societies.
Efforts made to deal with it from a medical or public health perspective have met mixed results, suggesting
the need of an integrated approach. However, to date such an approach is lacking. The
objective of the study is to perform a theoretical review of the main studies on obesity from a psychosocial
perspective in order to arrive at a deeper and more accurate understanding of the so-called
“21st century epidemy”. We realized a bibliographic review of 34 papers drawn from the following
data bases: PsycINFO, PsycARTICLES, ERIC, EconLit, SocINDEX, MEDLINE and Social Work
Abstracts. The analysis of the selected papers has uncovered the existence of discrimination against
obese people in several social contexts (health, work, education, and mass media). In addition, it
has shown that several theoretical explanations have been advanced to account for the general
acceptance of that discrimination at the societal level. It is concluded from the selected papers that a psychosocial approach to the problem of obesity will be useful to bring about the needed integration.
In this study the authors attempt to evaluate a stereotype reduction workshop conducted with students from three South African universities. Pre- and post-measures in the form of the stereotypes produced for salient outgroups, and responses on a scale designed to measure constructs related to the aims of the workshop, were gathered from an experimental and a control group. Results were encouraging. The experimental group produced significantly fewer negative stereotypes for one of the outgroups after attending the intervention than they did before the intervention, while the control group's pre-intervention negative stereotypes still existed afterwards. Significant differences in the ratio of negative to total outgroup stereotypes produced before and after the intervention were also found between the experimental and the control groups. On the scale that was used, the post-scores for the experimental group were significantly higher than for the control group, but only at the 90% confidence level. Weaknesses in the design are indicated, and suggestions for further research are made.
This chapter examines the impact of rapid automatic processes in political decision making. Specifically, using a dual-process framework, it argues that individuals assess candidate competence on the basis of facial appearance, and that this can predict the outcomes of both U.S. congressional and gubernatorial elections. These judgments occur quickly, and are largely independent of controlled processes. These findings illustrate the complexity of electoral decision making in complicated information environments, and suggest that even though individuals may not realize it, they often have little control over their initial impressions. The chapter concludes by examining how these findings inform our understanding of electoral politics, political persuasion, and democratic citizenship more generally.
This article presents the major theoretical issues concerning "role taking" and "role making," particularly as these relate to relationships between majority and minority groups. The author examines the barriers researchers and others face when seeking to take the roles of others, and finds that we must recognize how ethnic and/or gender differences affect role taking. Three problem areas are examined: circumstances in which one group has more power than another, unexamined roles, and contradictory role expectations. The author concludes that role taking and role making have major methodological implications, and that further analysis of these concepts is essential to our understanding of the relationships among persons from different sectors of society.
This article suggests that desegregation should be seen as an ongoing process rather than a specific event. It argues that more attention needs to be given to shaping students' experiences in desegregated schools so that they foster positive intergroup relations. The first minimal step in this process is finding ways to avoid resegregation. Then administrators and teachers must work to create an environment in which minority and majority group members have equal status and interact in a cooperative rather than a competitive atmosphere. Ways in which the color-blind perspective can impede this process are discussed.
The article uses examples of research, books and reports on race and ethnic groups published between 1911 and 2000 to document how the knowledge created by social scientists, historians and public intellectuals reflects their social and cultural contexts as well as their political and economic interests. Because of variations in their socialization and epistemological communities, researchers develop competing paradigms and explanations in each historical period. Most of those that become institutionalized reinforce a society's prevailing ideologies and social arrangements. Transformative knowledge usually originates within racial and cultural communities outside the mainstream. Although it is often marginalized and made invisible within the dominant society, transformative knowledge—when combined with action—helps to democratize society and its institutions. Consequently, it is an essential part of the curriculum in the schools, colleges, and universities in democratic, pluralistic nation states.
In this article, the authors critique the assumption that physical difference per se leads to intergroup conflict. Building on the social psychology of WE.B. Du Bois, it is contended that the universalist perspective of mainstream social psychology-which holds that the in-group/out-group bias of European Americans is replicated in African Americans and in other minority groups-reflects the mainstream, White-oriented thinking of North American society in general and North American psychology in particular The authors argue that many mainstream psychologists havefailed to acknowledge the limitations oftheirown sociohistorical circumstances and that what they have treated as universal characteristics has typically been their own limited experience fallaciously generalized. Only by acknowledging the limitations of each group 's perspectives and the sociohistorical background of those perspectives can mainstream psychologists develop inclusive, accurate theories of the personal and interpersonal functioning of persons from diverse backgrounds.
Thirty-nine undergraduate students participated in an experiment to determine the impact of cooperation and fear of terrorism on student support for Muslims on campus. As expected, participants whose fear of terrorism was low expressed significantly greater support for Muslim students than did their more fearful counterparts. Moreover, participants in both the high and the low cooperation condition were significantly more supportive of Muslims on campus than were those who had had no cooperative contact with Muslim students. A significant interaction effect indicates that cooperation had only a salutary impact on support for Muslims among participants who were fearful of another terrorist attack. These results are discussed with respect to their ability to maintain supportive relations between groups on campus during periods of instability.
The applied work described here work fits Kurt Lewin's definition of "action research." Specifically, the experiments involved intervening into a system in crisis with an independent variable aimed at reducing or resolving the crisis. Moreover, the intervention was a teachable procedure that the system could continue to use long after the experimenters had packed up their scientific gear and gone back to the university. In addition, the intervention was based on theory and data from prior laboratory experiments. But the extent to which prior theory and laboratory research was considered
The study of youth development urges a consideration of context, yet rarely are "intolerance" and "multiculturalism" posed as major research variables. This article offers a conceptualframework to identify the daily interpersonal and organizationalprocesses through which intolerance is directed at young people, affecting their exposure to ongoing developmental supports and opportunities. This article draws on data collected from the experiences of individuals attending workshops devoted to multiculturalism and diversity to present three typologies for understanding the processes inherent in subtle, yet powerful, forms of intolerance. These typologies are (a) forms of interpersonal intolerance, (b) fonns of responses to interpersonal intolerance, and (c) forms of organizational orientations to multiculturalism. In the conclusion, research implications of the proposed typologies are discussed in terms of "maps of' phenomena that researchers are likely to discove, and "maps for" thinking about the nature of these forms and the possible ways they might be addressed in future research.
The study of the differences between men and women has been a classical topic of Differential Psychology for many years. The aim of this research is to evaluate the recurring question of these differences and, if they really exist, to examine whether they can be attributed to sex or gender, that is, biological structures or socio-cultural variables. This study analyzes, among a total of 491 parti- cipants, differences in verbal fluency, abstract intelligence, spatial awareness and neuroticism. These are typical issues in differential psychology, and they are closely related to socio-cultural defi- nitions of masculinity and femininity. The results show statistically significant differences in all of the variables studied, with women obtaining higher scores in verbal fluency, neuroticism and abstract reasoning, while the reverse pattern is seen in the results for spatial awareness. A logical reading of the results leads us to conclude that these differences can be attributed to socio-demographic and cultural factors rather than biological sex
Social change educators challenge social, economic, and political injustices that exist locally and globally. Their students may be people marginalized by these injustices or conversely, people who benefit from unjust systems. Much of the current social change pedagogy derives from the foundational work of Paulo Freire, developed in Brazil in response to the stark economic and social inequities there. Freirean pedagogy is known in Latin America as “popular education.” In the West, social change education is often categorized under the broad heading of critical pedagogy and has been significantly influenced by Freire’s pedagogy. Applying Freirean pedagogy in contexts very different to its origins is problematic and may result in experiences that reinforce rather than challenge injustice. Rather than minimizing or even ignoring differences in context, this article seeks to analyze how social change pedagogy needs to take its shape in response to the context in which it is enacted.
The authors' intention in writing this article was to review the research that has been conducted in the field of anti‐racism in primary and early years education and to identify the areas that require further study. They observe that it is now two decades since the legislative framework of the Race Relations Act (1976) and subsequent investigations supported by the Commission for Racial Equality (CRE) first focused attention on the effects of racial discrimination on Black and ethnic minority groups in the British education system. Framed within this problematic, educational research has been largely concerned with identifying sources of ‘direct’ and ‘indirect’ discrimination in schools and on finding ways to alleviate these ‘symptoms’ of racism. From the earliest stages this has been paralleled by the development of a powerful deficit model that has both pathologised, and sought strategies to improve, the educational experiences of Black and ethnic minority students. What has been largely neglected in these studies has been any investigation of a ‘causal’ link between the racialised discourses of education and the processes by which these discourses are articulated and constructed to maintain racial disadvantage in schools and in the wider society. The article therefore distinguishes between two discourses that have often been treated as synonymous: (1) Black and ethnic minority under achievement in schools; and (2) Racism in education. The first of these is increasingly recognised as a multidimensional problem, a problem inextricably linked to gender, class and ‘racial’ identity formation and to teacher expectations. The authors argue that careful attention to the second of these discourses is required if the first is to be understood, and they also suggest that this discourse provides academic purchase on another problem that is arguably even more serious than the educational underachievement of Black and ethnic minority children in contemporary Britain: that is, the underachievement of Black and ethnic minority youth in the social world outside—even where they have succeeded in school. In fact it seems clear that the problems associated with the first discourse are unlikely to be resolved as long as the second remains unresolved. The authors conclude that there is now a need for a change of research focus, to direct attention upon the powerful groups (ethnic majority pupils, teachers and others) as potential transformative agents. The critical tradition in education, through critical pedagogy, critical theory and critical social research may offer some of the most fruitful ways forward at a micro‐level. The new political agendas imposed upon the education system have served to weaken traditional structures and, while the new competitive market‐place structures are themselves antagonistic to the equality project, the continued period of rapid change does offer some possibilities for progressive action.
La educación, de forma prioritaria en la etapa obligatoria, debe atender a la diversidad cultural de los estudiantes. La escuela sigue siendo hoy por hoy una vía insustituible para lograr objetivos valiosos en sociedades que defienden principios de participación y justicia social. Este documento presenta un resumen de la investigación sobre la diversidad cultural de los estudiantes realizada durante el periodo 2003/2006. El grupo de investigación está constituido por profesores y estudiantes miembros del Grupo INTER de investigación en educación intercultural, adscrito como Centro de Investigación al Instituto Universitario de Investigación de la UNED. El informe se ha estructurado en diez capítulos, en los que se apunta la finalidad, el plan de trabajo y la metodología, se analizan los resultados de la investigación y se discuten las oportunidades, obstáculos y desafíos planteados en el estudio en torno a dichas cuestiones
To determine the direction of acculturation of prosocial and competitive behaviors among Mexican-American children, a behavioral choice card was administered to second- and third-generation Mexican-American children in a "traditional" Mexican-American community. Increasing generation level was associated with decreasing frequency of altruism/group-enhancement and equality choices and increasing frequency of rivalry/superiority choices, supporting an acculturation to the majority rather than acculturation to the barrio model.
Measured and attempted to remediate deficits in the role-taking skills of 45 chronically delinquent 11-13 yr old males. After documenting significant differences in role-taking between the delinquent Ss and a group of 45 nondelinquents, the delinquent Ss were assigned to 1 of 3 treatment conditions: an experimental program which employed drama and the making of video films as a vehicle for providing remedial training in role taking, a placebo condition, and a nontreatment control condition. Ss were administered the Peabody Picture Vocabulary Test and a measure of social egocentrism. Pre- and postintervention comparisons indicate that only Ss in the experimental group improved significantly in their role-taking ability. An 18-mo follow-up study showed these improvements to be associated with significant reductions in delinquent behavior. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Agame measuring cooperation and competition was played in pairs by 128 4-5 yr. old Anglo- and Mexican-Americans and by 192 7-9 yr. old Anglo-Americans, Mexican-Americans, and Mexicans. Cooperative play allowed both pair members to receive rewards; competitive play was irrational, allowing no S to reach his goal. The number of moves pairs took to reach a goal indicated that 4-5 yr. olds were more cooperative than the older Ss (p < .001). Among the 7-9 yr. old Ss, Mexicans were most cooperative, Mexican-Americans next most, and Anglo-Americans least cooperative (p < .001). Among the older Ss, instructional sets designed to create an "I" orientation increased competition, whereas sets stressing a "we" orientation increased cooperation (p < .001). Qualitative differences between patterns of play were noted for the cultural and age groups. Sex differences were not found. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
On the basis of various matching procedures introductory psychology students at MIT were separated into 4 cooperative and 4 competitive groups. Puzzle and human relation problems were given to the groups for solution. The members of the 4 cooperative groups received final grades in the course which in part depended upon which group, as a group, turned in the best solutions. In the competitive groups the final grade was in part determined by how much
each individual contributed to his group's solution. The findings may be summarized by saying that greater productivity occurs when the members of a group are organized in terms of cooperative activities rather than competitive. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
"The role of social science, particularly sociology and psychology, in the desegregation process has been much publicized and criticized by southern segregationists." Reasons are considered for the failure of foundations to support desegregation research. The concept of latent liberal is introduced. The "definitive inter-disciplinary case study of desegregation has yet to be started. Properly buttressed by the necessary foundation aid, such a study should involve comparisons before, during, and after desegregation of a wide variety of communities." From Psyc Abstracts 36:02:2GA05P. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
A field study was conducted in which 245 5th graders spent 3 class periods per week for 6 wks in small interdependent learning groups. Each student taught the other members of his or her group a portion (1/ n ) of the assignment. These Ss were compared with 59 5th graders in traditional, teacher-taught (control) classrooms. At the beginning and end of the study, a questionnaire and a sociometric instrument were administered to assess changes in Ss' school-related attitudes and in their liking for their classmates. As hypothesized, Ss in the interdependent learning groups (experimentals) manifested higher self-esteem than controls and liked groupmates more than other classmates. Further, Black and Anglo experimentals increased their liking for school more than control Blacks and Anglos. Implications for the use of the interdependent techniques in desegregated classrooms are discussed. (24 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Conducted 4 experiments with Anglo-American city and Mexican rural children (N = 356). Results of Exp. I fail to support the hypothesis of a cultural difference in motivation and ability to cooperate. In Exp. II, both Anglo-American and Mexican Ss appeared strongly motivated to take a toy away from a peer when they could keep it for themselves. Anglo-American Ss, however, were more motivated than Mexicans to lower another S's outcomes when they could obtain no gain themselves. In Exp. III, Anglo-American more than Mexican Ss responded with conflict to a peer's rivalrous intents in an interpersonal interaction situation; Mexican Ss were more submissive. In Exp. IV, Mexican Ss were more avoidant of conflict than Anglo-American Ss. The irrational reaction to conflict of both Anglo-American and Mexican Ss is discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Reviews research on the achievement effects of cooperative learning instructional methods, in which students work in small groups to learn academic materials. Methodologically adequate field experiments of at least 2 wks' duration in regular elementary and secondary schools indicate that among cooperative learning methods in which students study the same material together, only methods that provide group rewards based on group members' individual learning consistently increase student achievement more than control methods. Cooperative learning methods in which each group member has a unique subtask have positive achievement effects only if group rewards are provided. Group rewards and individual accountability are held to be essential to the instructional effectiveness of cooperative learning methods. (48 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Hypotheses concerning the effects of desegregation on prejudice, self-esteem, and achievement were derived from testimony given by social scientists in Brown v. Board of Education. The author explains evidence concerning these hypotheses from published studies of the effects of school desegregation on prejudice and on Black students' achievement, and studies using questionnaire measures of self-esteem to compare segregated Blacks and Whites. It is tentatively concluded that (a) desegregation generally does not reduce the prejudices of Whites toward Blacks, (b) the self-esteem of Blacks rarely increases in desegregated schools, (c) the achievement level of Blacks sometimes increases and rarely decreases in desegregated schools, and (d) desegregation leads to increases in Black prejudice toward Whites about as frequently as it leads to decreases. These conclusions should be regarded as tentative because (a) most of the studies have investigated only the short-term effects of desegregation, (b) the extent and type of desegregation varied greatly, (c) the studies were done in different regions with children who differed in age, (d) the studies often employed noncomparable measures of each variable, and (e) social class and IQ were typically not included as control variables. (132 ref)
• Hypotheses concerning the effects of desegregation on prejudice, self-esteem, and achievement were derived from testimony given by social scientists in Brown v. Board of Education. The author explains evidence concerning these hypotheses from published studies of the effects of school desegregation on prejudice and on Black students' achievement, and studies using questionnaire measures of self-esteem to compare segregated Blacks and Whites. It is tentatively concluded that (a) desegregation generally does not reduce the prejudices of Whites toward Blacks, (b) the self-esteem of Blacks rarely increases in desegregated schools, (c) the achievement level of Blacks sometimes increases and rarely decreases in desegregated schools, and (d) desegregation leads to increases in Black prejudice toward Whites about as frequently as it leads to decreases. These conclusions should be regarded as tentative because (a) most of the studies have investigated only the short-term effects of desegregation, (b) the extent and type of desegregation varied greatly, (c) the studies were done in different regions with children who differed in age, (d) the studies often employed noncomparable measures of each variable, and (e) social class and IQ were typically not included as control variables. (132 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)
• Hypotheses concerning the effects of desegregation on prejudice, self-esteem, and achievement were derived from testimony given by social scientists in Brown v. Board of Education. The author explains evidence concerning these hypotheses from published studies of the effects of school desegregation on prejudice and on Black students' achievement, and studies using questionnaire measures of self-esteem to compare segregated Blacks and Whites. It is tentatively concluded that (a) desegregation generally does not reduce the prejudices of Whites toward Blacks, (b) the self-esteem of Blacks rarely increases in desegregated schools, (c) the achievement level of Blacks sometimes increases and rarely decreases in desegregated schools, and (d) desegregation leads to increases in Black prejudice toward Whites about as frequently as it leads to decreases. These conclusions should be regarded as tentative because (a) most of the studies have investigated only the short-term effects of desegregation, (b) the extent and type of desegregation varied greatly, (c) the studies were done in different regions with children who differed in age, (d) the studies often employed noncomparable measures of each variable, and (e) social class and IQ were typically not included as control variables. (132 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)
The importance of self-esteem to theoretical, evaluative and policy oriented research is stressed, which puts a premium on an adequate conceptualization and operationalization of self-esteem. A literature review is presented suggesting that various writers express dissatisfaction with a model of self-esteem which gives pre-emptory emphasis to the approval of others as its only source. It is concluded from these writings that feedback from one's own actions on an impersonal environment must be viewed as an analytically distinct dimension of self-esteem. It is argued that both outer and inner dimensions can be seen as belonging inside a sociological frame of reference. Findings from a construct validity study of the dual approach to self-esteem are presented using the potency and evaluative dimensions of the semantic differential as indicators of "instrumental" and "socio-emotional" problems, the "systematic" analogues of inner and outer self-esteem. Criterion variables and propositions are derived from a thesis largely supplied by Smith (1968). Seven out of 10 of the hypotheses comprising the validation study are statistically confirmed, leading the authors to conclude that the model is worthy of further development.
Previous research has indicated that Mexican American children have higher n Affiliation and are more field dependent than Anglo American children, who are more field independent and tend to have higher n Achievement. The present study examines n Achievement, n Affiliation, n Power, and field independence-field dependence among Anglo and Mexican American children. As predicted, Anglo American children were significantly more field independent, higher on n Achievement, and tended to be higher on n Power; Mexican American children tended to be higher on n Affiliation. Contrary to predictions, field independence-dependence was not related to n Affiliation or n Power; only the predicted positive relationship between field independence and n Achievement was confirmed. Results are inconsistent with some previous conclusions that field dependence is related to the greater n Affiliation of Mexican American compared to Anglo American children.
Children of three ethnic groups in the United States-Anglos, Blacks, and Mexican Americans-were asked to tell a story to each of seven line drawings depicting persons in a setting related to education. Stories were scored for n Achievement and family achievement (oriented toward achievement goals from which the family would benefit or that would gain recognition from family members). The results showed that Mexican-American and Black children scored higher on family achievement than did Anglo children. Anglos, however, scored higher on n Achievement. On those cards depicting parental figures, however, Mexican-American and Black children tended to score higher on n Achievement than Anglo children. Females in all three ethnic groups scored lower on n Achievement but higher on family achievement than males. It was concluded that contextual conditions are most important in expression of achievement motivation and that the particular form in which achievement is expressed is determined by the definition that culture gives to it.
This experiment attempted to produce equal-status interaction among four-person interracial groups of junior high school boys by assigning a high level of competence to the black subjects on two related tasks. Each treated group played a criterion game where the probabilities of whites and blacks being active and influential could be measured. Previous research has shown that in untreated groups the racial status characteristic becomes activitated, i.e., whites are much more likely than blacks to be active and influential. Results: unless the expectations for black competence held by both whites and blacks are treated, whites will dominate the interaction in the criterion game. When expectations of the whites are treated by having the whites serve as students of the black teacher, behavior on the game approximates an equal status pattern. The strongest treatment involves spelling out the relevance of the training tasks to the criterion game. Implications for school desegration are discussed.
Three Student Team Learning techniques have been extensively researched and found to significantly increase student learning. In Student Teams Achievement Divisions (STAD), teams are made up of high, average, and low performing students of both genders and different racial and ethnic backgrounds. Team members study worksheets, work problems in pairs, take turns quizzing each other, or discuss problems as a group, using any means they wish to master the material. Teams-Games-Tournaments (TGT) uses teams and format similar to STAD; however, students play academic games to show their individual mastery of the subject matter in weekly tournaments. In Jigsaw, academic material is broken down into sections, teams of two master the sections and in turn instruct other team-mates in their areas of "expertise." A case study is presented of a student experiencing the three Student Team Learning techniques. Research evidence is presented on the effectiveness of Student Team Learning in academic achievement and its usefulness in integrating biracial and mainstreamed classrooms. (JD)
In this study, the status ordering of a four-man group working on a task requiring discussion and decision was predicted on the basis of status characteristic theory. Two of the group members were white; two were black. They were matched as to age, height, and also on a combined index of socioeconomic status and attitude toward school. The difference in the value of the status characteristic of race proved to be associated with differences in rank order of the number of acts initiated, with the whites much more likely to have a higher rank in the groups than the blacks. The whites were also more likely to be influential in the making of group decisions than the blacks, expecially where the decisions were contested. In addition to some very quiet blacks who helped account for these marked overall results, there were many moderately active and influential black subjects and three black subjects who were both "high" on influence and initiation. Some groups were clearly black-dominated. Certain differences in interaction style were noted between blacks and whites; and these differences suggested different retraining techniques that might be used. [Not available in hard copy due to marginal legibility of original document.] (Author/JM)
The purpose of this book is to help make what is known about self concept an important part of what goes on in schools. "Self theory" is neither an established fact nor an all-inclusive theory of human existence. Some students who esteen themselves highly do not achieve highly in school, and some researchers have thus not found an inevitable relationship between self-esteem and scholastic success. However, the overwhelming body of contemporary research points consistently to the relationship between self-esteem and academic achievement, and suggests strongly that the self concept can no longer be ignored by parents and teachers. In Chapter One, an overview of theories about the self is presented, which provides a brief history and some important characteristics of the self. In Chapter Two, the strong and persistent relationship between self concept and academic achievement is explored, and it is shown why there is deepening discontent with the notion that human ability is the overwhelming factor in academic success. Chapter Three is concerned with how the self begins, how it develops in social interaction, and what happens to it under the impact of school. In Chapter Four, ways are suggested for the teacher to become a significant force in building positive and realistic self concepts in students. (Author/JM)
Reviews over 120 published and unpublished studies on the relationship between desegregation and academic achievement and the effect of desegregation on self-confidence, aspiration, and racial prejudices in children. Methodological issues in the studies and the social costs of various desegregation options are examined, in addition to the thesis that school desegregation is a many-faceted problem, having both good and bad effects on different types of children. (29 p ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Presents results of a 6-yr study of the bussing plan of California's Riverside Unified School District. Designed to assess the long-term effects of bussing on the participants, the study examined such variables as family background, language skills, personality, attitudes, adjustment, and achievement of Afro-, Mexican-, and Anglo-American children. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Studied 33 male and 41 female Ss on a "rigged" concept formation task in order to test 2 hypotheses: (a) an individual who performs a favor for someone about whom he initially has neutral or negative feelings will subsequently come to like that person more than if he had not performed the favor for him; and (b) the greater the concession an individual makes in performing a favor for a person, the more he will come to like that person. Hypothesis a was supported but the magnitude of the concession hypothesis was not. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Text: book; for educational psychology students. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Training teachers to implement jigsaw learning: A manual for teachers
- E Aronson
- E Goode
Cooperation in the classroom: The impact of the jigsaw method on inter-ethnic relations, classroom performance and self-esteem
- E Aronson
- S Yates
The Jigsaw Classroom
- E Aronson
- C Stephan
- J Sikes
- N Blaney
- M Snapp
Modifying the environment of the desegregated classroom
- E Aronson
The effects of interdependent learning on self-esteem, inter-ethnic relations, and intraethnic attitudes of elementary school children: A field experiment
- R A Geffner
- RA Geffner
Classroom cooperation and ethnic balance. Unpublished doctoral dissertation
- A Gonzalez
Intergroup conflict and cooperation: The robber’s cave experiment
- M Sherif
- O J Harvey
- J White
- W Hood
- C Sherif
Student team learning Cooperation in education
- R Slavin
Effects of instructional practices on learning English among Hispanic and Chinese immigrant children
- L Wong-Fillmore
- B Mclaughlin
School desegregation
- H Gerard
- N Miller
Need affiliation and need guidance in three ethnic groups in the United States
- M Ramirez
- D R Price-Williams
Performance in the interdependent classroom: A field study
- G W Lucker
- D Rosenfield
- J Sikes
- E Aronson
- GW Lucker