Heterogeneity versus Homogeneity in Schools: A Study of the Educational Value of Classroom Interaction

Abstract

The degree of homogeneity and heterogeneity among schools affects the comprehensiveness and inclusiveness of the school system and the type and scope of classroom interaction. Since the beginning of the 1980s, interest has gradually increased in the effects of homogeneity and heterogeneity of schools on classroom interactions; this research involves various disciplines and has different goals. The present paper contributes to academic debate on the often ignored consequences of socialisation of pupils with diversity. In particular, we revise the evidence on the effect of socialisation (or lack of it) with diversity resulting from the degree of homogeneity or heterogeneity to which school children are exposed through their interactions in the classroom. We aim, in particular, to shed light on what the assumed value of classroom interactions as an argument in favour or either heterogeneous or homogeneous groups. We review work analysing school homogeneity in relation to age, gender, ethnicity and disability and the effect on classroom interactions. Most studies concur with current achievement motivation theories, which highlight the important role of context and agents of socialisation, such as classroom peers, in the development of pupils’ beliefs and behaviours. Studies that find support for classroom homogeneity tend to focus narrowly on academic performance, whereas findings that support classroom heterogeneity tend to analyse higher order values such as equity and inclusiveness. The findings in the literature suggest, furthermore, that children’s experiences of exclusion and diversity influence their friendship decision-making, suggesting that heterogeneous schools promote a more inclusive society.

Cooperative Learning to Reduce Inequalities: Instructional Approaches and Dimensions

“…The degree of homogeneity and heterogeneity in schools determines the degree to which students' classroom interactions develop and the socialization of students with diversity [53], with heterogeneity producing higher-order values of equity and inclusiveness. Diversity in the classroom has been found to moderate students' views on students' well-being and race-related issues since a school's ethnic diversity has robust psychosocial benefits for multiple ethnic groups [54].…”

Age Dynamics of Social Situation of Development in Elementary School Students in Inclusive Education

“…Kolominsky, the shift of the group status structure curve relatively to the normal distribution curve should be con-sidered a diagnostic indicator of social and psychological processes in the class, while the most "sensitive" are the extreme status categories such as "stars" and "isolated" [9]. Another factor influencing the status structure of the group is the homogeneity of its composition [18]. According to a few empirical studies, the percentage of students in extreme status categories is decreasing in heterogeneous groups [9].…”