Cooperative classroom structures reduce prejudice across diverse national settings

Evidence

Intergroup cooperation in schools provides the strongest evidence (Brewer & Miller 1984, Desforges et al 1991, Johnson et al 1984, Schofield 1989, Slavin 1983, Slavin & Madden 1979). Drawing on this thinking, Aronson’s jigsaw classroom technique structures classrooms so that students strive cooperatively for common goals (Aronson & Patnoe 1997). This technique has led to positive results for a variety of children: Australians (Walker & Crogan 1997), Germans (Eppler & Huber 1990), Japanese (Araragi 1983), and Mexican Americans (Aronson & Gonzalez 1988). — Thomas F. Pettigrew, Intergroup Contact Theory, 14

Categorization

• SEED: Angle: the jigsaw classroom as one of the few psychology interventions that replicated across cultures — what made it travel where others didn’t.
• XREF: Connects to education-policy writing on desegregation and cooperative learning (Slavin, Schofield). — connects to: Student-body mixing drives cross-group attitudes, not school type — Miles Hewstone and Joanne Hughes, Reconciliation in Northern Ireland: the…, 20
• corroborated: 2 independent passages support this claim — Thomas F. Pettigrew, Intergroup Contact Theory, 14