| Abstract: | The effect of cooperative and individualistic learning experiences within which majority students worked with lower-achieving minority peers were compared. A number of theories predict that when white students collaborate with lower-achieving minority students prejudice and rejection will increase. These theories were tested against a counter position that working collaboratively promotes liking regardless of differences in achievement. Forty-eight students (20 minority and 28 white) were assigned to conditions on a stratified random basis controlling for ethnic membership, sex, social class, and ability level. They participated in the study for 55 min a day for 15 instructional days. The results indicate that cooperative learning experiences, compared with individualistic ones, promoted higher achievement for minority students, more cross-ethnic interaction aimed at supporting and regulating efforts to learn and ensuring the active involvement of all students, and greater cross-ethnic interpersonal attraction. The results do not support the theories that posit equal achievement levels are necessary for successful integration and do support the position that cooperative experiences result in liking regardless of the ethnic membership or achievement level of collaborators. |
