A Proposal for the Attainment of Racial Integration through Public Education

Thelen, Herbert A.

doi:10.1086/442916

Cited by 4 publications

(4 citation statements)

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“…The use of cooperative interracial groups has frequently been suggested as a way to create greater interracial cooperation and acceptance (Allport, 1954;Gottlieb, 1965;Thelen, 1970;Watson & Johnson, 1972). Yet studies of temporary αd hoc groups which meet for a couple of hours find no increases in interracial communication among members of cooperative groups as compared with groups having competitive goal structures (Cohen, 1969;Katz & Benjamin, 1960;Katz, Goldston, & Benjamin, 1958).…”

Section: Outcome Variablesmentioning

confidence: 99%

Instructional Goal Structure: Cooperative, Competitive, or Individualistic

Johnson

1974

Review of Educational Research

365

145

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Section: Outcome Variablesmentioning

confidence: 99%

Instructional Goal Structure: Cooperative, Competitive, or Individualistic

Johnson

1974

Review of Educational Research

365

145

View full text Add to dashboard Cite

“…The use of cooperative interracial groups has frequently been suggested as a way to create greater interracial cooperation and acceptance (Allport, 1954;Gottlieb, 1965;Thelen, 1970;Watson & Johnson, 1972). Yet studies of temporary ad hoc groups which meet for a couple of hours find no increases in interracial communication among members of cooperative groups as compared with groups having competitive goal structures (Cohen, 1969;Katz & Benjamin, 1960;Katz, Goldston, & Benjamin, 1958).…”

Section: Outcome Variablesmentioning

confidence: 99%

Instructional Goal Structure: Cooperative, Competitive, or Individualistic

Johnson

1974

Review of Educational Research

View full text Add to dashboard Cite

JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org.. American Educational Research Association is collaborating with JSTOR to digitize, preserve and extend access to Review of Educational Research. This content downloaded from 128.95.104.66 on Mon, 1 Dec 2014 12:13:20 PM All use subject to JSTOR Terms and Conditions REVIEW OF EDUCATIONAL RESEARCHprevalent type of goal structure currently used in instruction, the need for reevaluation of such practices is discussed. Hopefully future research will focus upon specifying the conditions under which each type of goal structure is most effective in facilitating the accomplishment of instructional objectives. DefinitionsThere are two ways in which cooperative, competitive, and individualistic instructional goal structures may be defined: one evolving from the intrinsic motivation viewpoint of Kurt Lewin and the other evolving from the extrinsic motivation viewpoint of behavioral learning theory. Extrinsic and intrinsic approaches to instructional goal structure are not necessarily incompatible; although some extrinsic rewards, such as money, may reduce a person's intrinsic motivation to perform a task in the future, other extrinsic rewards, such as positive feedback, may increase a person's intrinsic motivation (Deci, 1971).Lewin's (1935) theory of motivation postulates that a state of tension within an individual motivates movement toward the accomplishment of desired goals. From Lewin's notions three types of goal states can be conceptualized: one where there is cooperative goal interdependence, one where there is competitive goal interdependence, and one where the person has individualistic goals unrelated to anyone else's. Deutsch (1949b, 1962), in building a field theory of cooperation and competition, defines a cooperative social situation as one where the goals of the separate individuals are so linked together that there is a positive correlation between their goal attainments. Under purely cooperative conditions, an individual can obtain his goal if, and only if, the other person with whom he is linked can obtain his goal. An example of a cooperative relationship is a baseball team: their goal is to win the baseball game and, in such a team sport, if one person accomplishes the goal of winning, every member of the team also accomplishes the goal. In a cooperative situation, the student seeks an outcome that is beneficial to all participants. Deutsch defined a competitive social situation as one where the goals of the separate participants are so linked that there is a negative correlation between their goal attainments. Under purely competitive conditions, an individual can obtain his goal if, and only if, the others with whom he is linked cannot obtain their goals. An example of ...

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“…Several investigators have recommended the use of biracial student teams to strengthen interracial interaction and acceptance (Allport, 4954;Katz, Coldston, and Benjamin, 1. )58;Gottlieb, 1965;Thelen, 1970). In a study using four-member biracial task groups, Katz, et al, (1958) found no differences in across-race interaction (communication) between task groups in which group members performed independently but were rewarded as a group, and task groups in which group members performed together but were rewarded individually.…”

Section: Strengthening Across-sex Task Interactionmentioning

confidence: 99%