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In 1992, the National Coalition of Advocates for Students received a grant to support a national project to examine social relationships between immigrant students and children of established residents. This book documents activities from the Looking for America project at seven diverse U.S. public schools and offers conclusions and recommendations to guide those undertaking similar efforts in other schools. The experiences of these 7 urban schools (4 high schools, 1 elementary school, and 2 middle schools), opinions of their students, and responses of 182 staff members were used to distill the following action steps for change: (1) create a climate for change; (2) establish an intergroup relations team; (3) develop a school profile; (4) make an inventory of resources; (5) involve the community; and (6) make a plan. Case studies of each of the project schools explore the intergroup relations activities in each. Four appendixes discuss study methodology and intergroup relations, describe 12 resource organizations, and describe the National Coalition of Advocates for Students. (SLD)
This report presents results from a National Coalition of Advocates for Students' (NCAS) study (Looking for America) of intergroup relations between immigrant and U.S. born students in public schools and the organization's collaboration with selected schools to improve those relationships. The report reveals school practices designed to improve intergroup relations, presents evidence of strategic planning and deliberate interventions that foster improvements in intergroup relationships between students through on-site implementation in seven schools across the country, and documents the knowledge gleaned from the intervention sites. Profiles of 16 school programs are described, and the characteristics of what is required for these types of programs to work are listed. The profiles reveal the extent of the student diversity within these schools as well as the diversity of the actions taken to meld the groups into a harmonious whole. Their experience reveals that respect for one another can be taught and that steps can be taken to broaden students' understanding that the world is wider than political and cultural boundaries allow. Appendixes contain the research methodology and criteria for including a particular school in the research, a list of resources, and information on the NCAS. (Contains 19 references.) (CM)
The president's report to the trustees and statement of grants.
On November 9-10, 1998, the Forum on Adolescence of the Board on Children, Youth, and Families, a cross-cutting initiative of the Institute of Medicine and the National Research Council of the National Academy of Sciences, convened a workshop entitled Research to Improve Intergroup Relations Among Youth. Held at the request of the Carnegie Corporation of New York, this workshop considered selected findings of 16 research projects that have focused on intergroup relations among children and adolescents; all 16 received funding from Carnegie Corporation of New York for their work on this issue. The funding of these projects was part of a larger research initiative supported by Carnegie Corporation of New York that sought to update and expand the knowledge, sources, and dynamics of racial and ethnic prejudice among youth, identifying approaches to foster intergroup understanding. Improving Intergroup Relations Among Youth is the summary of the workshop, which provided an opportunity to learn about the work and preliminary findings of the 16 projects. This report reviews the knowledge base regarding the effectiveness of interventions designed to promote peaceful, respectful relations among youth of different ethnic groups.
Originally issued in 1954 and updated in 1961 and 1987, this pioneering study of "small group" conflict and cooperation has long been out-of-print. It is now available, in cloth and paper, with a new introduction by Donald Campbell, and a new postscript by O.J. Harvey. In this famous experiment, one of the earliest in inter-group relationships, two dozen twelve-year-old boys in summer camp were formed into two groups, the Rattlers and the Eagles, and induced first to become militantly ethnocentric, then intensely cooperative. Friction and stereotyping were stimulated by a tug-of-war, by frustrations perceived to be caused by the "out" group, and by separation from the others. Harmony was stimulated by close contact between previously hostile groups and by the introduction of goals that neither group could meet alone. The experiment demonstrated that conflict and enmity between groups can be transformed into cooperation and vice versa and that circumstances, goals, and external manipulation can alter behavior. Some have seen the findings of the experiment as having implications for reduction of hostility among racial and ethnic groups and among nations, while recognizing the difficulty of control of larger groups.
In this text, contributors explore the historical, conceptual methodological and empirical foundations that link the two fields of personality psychology and social psychology across numerous domains.