ERIC Number: ED070808
Record Type: RIE
Publication Date: 1972-Sep
Reference Count: 0
Student Teams and Instructional Games: Their Effects on Cross-Race and Cross-Sex Interaction.
DeVries, David L.; Edwards, Keith J.
Although many public schools are nominally desegregated, the interaction among students of varying racial and ethnic backgrounds is minimal. Desegregated schools need to restructure the classroom in order to create more positive and constructive relationships among students from varying backgrounds. The present study investigated the restructuring of seventh grade mathematics classes by means of student teams and instructional games. The study examined how this restructuring affected cross-race and cross-sex selection by students of their helpmates and friends. The subjects were 115 seventh grade students at a large urban junior high school; 43 percent of the students were blacks, and 47 percent were males. A two by two randomized design was used manipulating Task and Reward. Placing students on heterogeneous four-member student teams created significantly greater cross-race and cross-sex helping and friendship. Playing the instructional game had a marginal effect on cross-race helping only; however, the game-team combination increased considerably the incidence of cross-race and cross-sex interaction over that of games alone. (Author/JM)
Descriptors: Black Students, Classroom Desegregation, Coeducation, Desegregation Methods, Helping Relationship, Interaction Process Analysis, Junior High School Students, Peer Groups, Racial Relations, Rewards, School Desegregation, Social Integration, Social Relations, Urban Schools, White Students
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Johns Hopkins Univ., Baltimore, MD. Center for the Study of Social Organization of Schools.