The impact of a cooperative learning experience on pupils’ popularity, non‐cooperativeness, and interethnic bias in multiethnic elementary schools

Abstract

Michiel BastiaanOortwijn oortwijn@fsw.leidenuniv.nl In this study we investigated popularity and perceived non-cooperativeness in multiethnic elementary schools. A sample of 94 pupils aged 10-12 years, from five multiethnic elementary schools, were divided into 26 teams and participated in a structured cooperative learning (SCL) curriculum of 11 lessons. Neither teachers nor pupils had prior SCL experience. The results show that SCL time increased popularity and decreased perceived non-cooperativeness across ethnic backgrounds. In addition, experience with SCL enhanced the popularity of immigrant pupils and decreased differences in perceived non-cooperativeness between immigrant and non-immigrant pupils. Importantly, SCL time only raised popularity and decreased perceived non-cooperativeness within ethnically heterogeneous teams. This last result extends the notion that enduring interethnic contact is fruitful for interethnic friendships.

From equality and inclusion to cultural pluralism – Evolution and effects of cultural diversity perspectives in schools

“…They have been associated with better interethnic relations (Oortwijn, Boekaerts, Vedder, & Fortuin, 2008;Slavin & Cooper, 1999) and better academic achievement (Johnson, Johnson, & Stanne, 2000) amongst ethnic minority and majority students. Positive effects also emerged from extended contact interventions, such as reading stories of an ingroup member meeting with an outgroup member under conditions of ideal intergroup contact (Rutland & Killen, 2015).…”

Help or hindrance? Minority versus majority cross-ethnic friendships altering discrimination experiences

“…Supportive norms for interethnic contact can be fostered through cooperative learning techniques, such as the jigsaw classroom. They have been shown to be effective in improving interethnic relations (Oortwijn, Boekaerts, Vedder, & Fortuin, 2008) and academic achievement (Johnson, Johnson, & Stanne, 2000) amongst ethnic minority and majority students in late childhood and early adolescence.…”

How friendship is defined matters for predicting intergroup attitudes: Shared activities and mutual trust with cross-ethnic peers during late childhood and early adolescence

“…Indeed, cooperative structures in the classroom can promote pro-social behavior, sharing of information, and trusting interactions among students (Johnson, 2003; Roseth, Johnson, & Johnson, 2008). Moreover, cooperative classroom environments can enhance the popularity of ethnic minority children (Oortwijn, Boekaerts, Vedder, & Fortuin, 2008) and may also contribute to the development of children’s cross-ethnic friendships (Jugert, Noack, & Rutland, 2011). Extending this work, the present research considers how the perception of cooperation in the classroom contributes to cross-ethnic friendships among children and early adolescents, by examining more specifically whether students who perceive that students in their classroom generally cooperate had more cross-ethnic friendship nominations for shared activities and mutual trust than students who perceived lower levels of cooperation among students in their classroom.…”