Segregated Classrooms, Integrated Intent: How One School Responded to the Challenge of Developing Positive Interethnic Relations.

Henze, Rosemary C.

Notes FAQ Contact Us

Peer reviewed

ERIC Number: EJ624203

Record Type: CIJE

Publication Date: 2001

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-1082-4669

EISSN: N/A

Segregated Classrooms, Integrated Intent: How One School Responded to the Challenge of Developing Positive Interethnic Relations.

Henze, Rosemary C.

Journal of Education for Students Placed at Risk, v6 n1-2 p133-55 2001

Discusses whether schools can be vehicles for improving race relations, describing one elementary school that simultaneously provides language instruction for language minority students and integrates children across ethnic groups to break down tensions fostered by segregation. Innovative classroom teaming, teacher-led professional development, and parent participation allow all groups to know each other across ethnic lines. (SM)

Descriptors: Cultural Awareness, Cultural Pluralism, Diversity (Student), Elementary Education, English (Second Language), Equal Education, Faculty Development, Language Minorities, Minority Groups, Parent Participation, Racial Bias, Teamwork

Publication Type: Journal Articles; Reports - Descriptive

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Note: Special issue: "When Diversity Works: Bridging Families, Peers, Schools, and Communities at CREDE."