Cooperative jigsaw learning reduces prejudice in schoolchildren across nations

Evidence

Intergroup cooperation in schools provides more evidence (Brewer & Miller, 1984; Johnson, Johnson, & Maruyama, 1984; Schofield, 1989; Slavin, 1983). Guided by Allport’s contentions, Elliot Aronson’s “jigsaw” approach structures classrooms so that diverse groups of students strive cooperatively for common goals (Aronson & Patnoe, 1997; Stephan & Stephan, ch. 26 this volume). This direct application of contact theory has led to positive results for children around the globe, including those in Australia (Walker & Crogan, 1998), Germany (Eppler & Huber, 1990), Japan (Araragi, 1983), and the United States (Aronson & Gonzalez, 1988). — , Rudman, Laurie A - On the Nature of…, 1672

Categorization

• XREF: Directly corroborates the vault’s contact-theory claims on cooperative interdependence reducing prejudice.