Goldsmith, Pat Antonio
Schools' Role in Shaping Race Relations Evidence on Friendliness and Conflict
University of Wisconsin-Parkside
Focuses on how schools influence students' race relations.
Journal Name or Institutional Affiliation:
Vol. 51, No. 4, pp. 587-612
- As predicted by Macro structural theory, school integration increased perceptions of both friendliness and conflict, with conflict increasing more rapid.
- Consistent with contact theory, segregated tracks, fewer minority teachers, less group work and segregated extracurricular activities worsen racial relations.
- In support of group threat theory, students are especially likely to avoid interracial contact in biracial schools with equally-sized groups.
- Schools must eliminate racial tracking programs, hire more minority teachers, promote the use of group work in classes and integrate the extra curriculum.
Journal Article Empirical Research
Contact Theory , Cross Race Friendships, Intergroup Relations
Literature Review, Survey
Method of Analysis:
Unit of Analysis:
- Article starts by developing theoretical hypotheses about the relationship between school race relations and school characteristics:
- Macro structural Theory: Blau 1977
- Contact theory: Allport 1954
- Group Threat Theory: Blalock 1967
- Data comes from a restricted version of the NELS: HSES same as NELS detailed questionnaire to students, parents, teachers and principals but the larger samples of students teachers within each school have important benefits.
- Sample included 4,338 students and 2,086 teacher in 139 schools. Middle schools and 8th grade students.
- DV: Students' and teachers' perceptions, interracial friendliness, interracial conflict
- IV: Schools' heterogeneity, racial inequality, de facto tracking, racial tracking, proportion of minority teachers, etc.