Intergroup Relations in Integrated Schools: A Glimpse Inside Interdistrict Magnet Schools
How does the extent and quality of intergroup contact experienced by students help to predict their perceptions of the academic environment in the school or their attitudes towards people from other groups (racial and ethnic).
Journal Name or Institutional Affiliation:
Educational Policy Analysis Archives
Volume 20, No. 28, Pp. 1-31
- 1) Frequency and Quality of Intergroup Contact in Interdistrict Magnet Schools: High frequency of intergroup interactions and friendships in interdisctrict magnet schools despite segregation across friendship groups within schools. Black students report less frequent and lower quality intergroup interactions than White students and Hispanic students within the same schools.
- 2) Variation Across Schools: Magnet schools that attract a moderately diverse student body have more friendship segregation, less frequent contact, and more racial tension than schools that attract the most racially and ethnically heterogeneous student bodies.
- 3) Relationship Between the Frequency and Quality of Intergroup Contact and the Goals of Desegregated Schooling: While not causal, the analysis is consistent with the notion that diverse schools with frequent intergroup contact and higher quality intergroup relations do more to promote positive peer environments and positive intergroup attitudes than less fully integrated schools.
Journal Article Empirical Research
Contact Theory , Desegregation, Diversity, Intergroup Relations, Magnet Schools, Peer Effects, Race, Urban Schools
Method of Analysis:
ANOVA, Logistic Regression
Ninth grade students attending magnet schools in the Hartford and New Haven school districts
Unit of Analysis:
- 621 ninth grade student responses to a 100-item survey.
- 35.1 percent of ninth grade respondents were African-American, 34.1 percent Hispanic.
- Dependent Variables: Perception of Peer academic norms and social sanctions; Closeness to other groups; Future Multicultural Interests.
- Independent Variables: Frequency of Intergroup Interactions, Perception of school, Racial and ethnic climate