The Multi-Ability classroom signifies changes for desegregated classrooms in both task and evaluation structure, so as to prevent consistent dominance by high status students. In an exploratory study, the effects of a changed task structure were examined in fifth and sixth grade racially mixed classrooms. These classrooms received a small group…

Argues that a conventional "back-to-basics" classroom structure (with emphasis on drill, recitation, and ability grouping; a narrow view of curriculum; and reliance on comparative marking and grading as the sole method of evaluation) will reinforce racist beliefs about intellectual incompetence of minority children. (RH)

Social processes in desegregated schools are much more complicated than is generally thought. Data from three desegregated schools are used to highlight the operation of two social processes which have an impact on the interracial behavior of students. One process stems from an academic status ordering, the other comes from power relations in the…