Slavin, Robert E., & Oickle, Eileen
Effects of Cooperative Learning Teams on Student Achievement and Race Relations: Treatment by Race Interactions
Johns Hopkins University
Investigation of race by treatment interactions on student achievement and race relations.
Journal Name or Institutional Affiliation:
Sociology of Education
Vol. 54, No. 3, pp. 175-180
- Minority students gain more than non-minority students as a consequence of learning cooperatively.
- The cooperative treatment was somewhat better for Whites than was the control treatment in terms of achievement gains, but it is much better for Blacks.
- Cooperative interracial interaction may overcome stereotypes that Whites hold about Blacks, but since Blacks hold fewer stereotypes about Whites, there is less to overcome.
- Cooperative learning strategies tend to increase the achievement level of all students and they do so more for Blacks than for Whites.
Journal Article Empirical Research
Academic Achievement, Achievement Gap, Cooperative Learning, Cross Race Friendships, Culture, English, Intergroup Relations, Peer Effects, Racial Composition
Method of Analysis:
Unit of Analysis:
- Quasiexperiment: 2x2 factorial design with external control group
- 230 students in grades 6th-8th in a desegregated rural middle school
- 33.9% Black and 66.1% White
- Resulting design involved 84 students in Team group and six classes and 146 students in Non-Team Group
- Taught by 5 teachers, all White.
- Treatments: studied in teams to master academic material (cooperative learning method).
- Measures: Academic achievement / cross-racial friendships choices
- DV: Academic achievement, cross-racial friendship choices, cooperative interracial interaction
- IV: Cooperative learning strategies