Van Ryzin Mark J, Roseth Cary J, McClure Heather
Oregon Research Institute, Eugene, OR.
Michigan State University, East Lansing, MI.
J Educ Res. 2020;113(4):283-291. doi: 10.1080/00220671.2020.1806016. Epub 2020 Aug 17.
Despite , prejudice still exists in the American school system. These attitudes can give rise to negative social experiences for students of color (i.e., discrimination), negatively impacting their mental and physical health and creating disparities in educational outcomes. Rather than seeking to ameliorate these negative experiences, our approach attempts to address the underlying prejudices and, in so doing, reduce these disparities. Using 4 waves of data from a cluster randomized trial ( = 15 middle schools, 1,890 students, 47.1% female, 75.2% White), we hypothesized that cooperative learning, which has been shown to reduce prejudice in previous research, would create positive gains in peer relatedness, perceptions of academic support, and engagement in learning, and that gains would be larger for students of color; our results confirmed these hypotheses. Our findings highlight the potential role of cooperative learning in reducing disparities and creating greater equity in education.
尽管如此，美国学校系统中仍然存在偏见。这些态度会给有色人种学生带来负面的社会经历（即歧视），对他们的身心健康产生负面影响，并在教育成果方面造成差距。我们的方法不是试图改善这些负面经历，而是试图解决潜在的偏见，并通过这样做来减少这些差距。利用一项整群随机试验的4轮数据（15所中学，1890名学生，47.1%为女性，75.2%为白人），我们假设合作学习在先前的研究中已被证明可以减少偏见，它将在同伴关系、学业支持感知和学习参与度方面产生积极收益，并且有色人种学生的收益会更大；我们的结果证实了这些假设。我们的研究结果突出了合作学习在减少差距和创造更大教育公平方面的潜在作用。
