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ERIC Number: ED231539
Record Type: RIE
Publication Date: 1983-Apr
Pages: 44
Abstractor: N/A
Reference Count: 0
Peer Relations in Desegregated Schools: Three Propositions for Thought.
Schofield, Janet Ward
An intensive study of one desegregated school, located in a large northeastern industrial city, specifically sought to investigate peer interactions among sixth- and seventh-grade students in a racially mixed school. The basic data-gathering strategy involved observations conducted in classrooms, hallways, playgrounds, and the cafeteria. Observers used the full field-note method for recording events, and extensive efforts were made to triangulate the data. Findings suggested the relevance of three propositions about the nature of peer relations in the school: (1) intergroup behaviors may become more accepting at the same time negative racial stereotypes are reinforced, (2) black and white students may have quite different perceptions of both the extent of change in intergroup relations and the actual state of such relations, and (3) the nature of intergroup behavior is markedly influenced by specific situational factors. These three propositions were seen as being little more than hypotheses, the generality of which remains to be demonstrated. (Each proposition is illustrated with excerpts from the data, and implications for researchers and educators are pointed out.) (RH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: National Inst. of Mental Health (DHHS), Rockville, MD. Div. of Scientific and Public Information.; National Inst. of Education (ED), Washington, DC.; Pittsburgh Univ., PA. Learning Research and Development Center.
Authoring Institution: N/A
Identifiers: Situational Variables
Note: Paper presented at Biennial Meeting of the Society for Research on Child Development (50th Detroit, MI, April 21-24, 1983).