Structuring Academic Conflicts between Majority and Minority Students: Hindrance or Help to Integration.

Johnson, David W.; And Others

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Peer reviewed

ERIC Number: EJ296210

Record Type: CIJE

Publication Date: 1984

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Structuring Academic Conflicts between Majority and Minority Students: Hindrance or Help to Integration.

Johnson, David W.; And Others

Contemporary Educational Psychology, v9 n1 p61-73 Jan 1984

The effects of structured academic conflict, controversy, and debate were compared with individual study. Results indicated controversy promoted the most cross-ethnic verbal rehearsal and exchange of assigned material, concern that all students master assignments, active search for information, highest self-esteem, and accepting and supportive relationships among students. (Author/DWH)

Descriptors: Classroom Desegregation, Competition, Controversial Issues (Course Content), Cooperation, Debate, Desegregation Effects, Ethnic Relations, Grade 6, Intermediate Grades, Minority Group Children, Peer Relationship, School Desegregation, Self Concept

Publication Type: Reports - Research; Journal Articles

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Language: English

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