Abstract

Despite Brown vs. Board of Education, prejudice still exists in the American school system. These attitudes can give rise to negative social experiences for students of color (i.e., discrimination), negatively impacting their mental and physical health and creating disparities in educational outcomes. Rather than seeking to ameliorate these negative experiences, our approach attempts to address the underlying prejudices and, in so doing, reduce these disparities. Using 4 waves of data from a cluster randomized trial (N = 15 middle schools, 1,890 students, 47.1% female, 75.2% White), we hypothesized that cooperative learning, which has been shown to reduce prejudice in previous research, would create positive gains in peer relatedness, perceptions of academic support, and engagement in learning, and that gains would be larger for students of color; our results confirmed these hypotheses. Our findings highlight the potential role of cooperative learning in reducing disparities and creating greater equity in education.

摘要

尽管Brown vs.教育委员会，偏见在美国学校体系中仍然存在。这些态度会给有色学生带来负面的社会经历（即歧视），对他们的身心健康产生负面影响，并在教育成果上造成差距。我们的方法不是寻求改善这些负面经验，而是尝试解决潜在的偏见，并以此减少这些差距。使用4组随机试验的数据波（N = 15所中学，1,890名学生，47.1％的女性，75.2％的白人），我们假设合作学习已在以前的研究中被证明可以减少偏见，这将在同伴相关性，学术支持感和参与度方面产生积极的收获。学习，对于有色人种的学生，收益会更大；我们的结果证实了这些假设。我们的发现凸显了合作学习在减少差距和创造更大的教育公平性方面的潜在作用。