Building Effective Multiethnic Schools

Mercer, Jane R.; Iadicola, Peter; Moore, Helen

doi:10.1007/978-1-4615-9155-9_12

Cited by 8 publications

(4 citation statements)

References 33 publications

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“…In fact, a number of them develop fairly specific prescriptive guidelines for use by educators (Chesler et al, 1981;Crowfoot & Chesler, 1981;Hawley et al, 1983;McConahay, 1981;Mercer et al, 1980;Miller, 1980). For example, many suggest the use of multiethnic texts, endorse strong efforts to ensure a racially and ethnically mixed faculty at desegregated schools, and suggest avoiding or minimizing tracking and ability grouping to the extent possible.…”

Section: The First Of These Synthesis Efforts Was the Commissioning Omentioning

confidence: 97%

School Desegregation and Intergroup Relations: A Review of the Literature

Schofield¹

1991

Review of Research in Education

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Section: The First Of These Synthesis Efforts Was the Commissioning Omentioning

confidence: 97%

School Desegregation and Intergroup Relations: A Review of the Literature

Schofield¹

1991

Review of Research in Education

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“…Once students from poorer backgrounds achieve at a lower level in the basic skills, teachers respond directly to differences in academic achievement rather than to class, race, or ethnicity (Mercer, ladacola, & Moore, 1980). Teachers do not expect students who are weak in the basic skills to be able to grasp more advanced concepts at the same pace as their classmates.…”

Section: Curriculum As a Source Of Inequitymentioning

confidence: 99%

Handbook of the Sociology of Education

2006

Handbooks of Sociology and Social Research

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“…A variety of experimental and survey studies have identified factors and interventions which can create more equal status interactions within institutions (Mercer, Iadicola, & Moore, 1980). Rosenfield and Stephan (1981) identified variations in school desegregation factors that reduce negative stereotypes of minorities and enhance equal status contact, including desegregation of teaching staff, large proportions of minorities in desegregated classrooms, and administrative support of programs.…”

Section: High Equity Schoolsmentioning

confidence: 99%

Leadership and Nonverbal Behaviors of Hispanic Females Across School Equity Environments

Moore¹,

Porter²

1988

Psychology of Women Quarterly

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Nonverbal behaviors of Hispanic elementary school students and their peers were examined in a small‐group cooperative task with a total of 202 subjects. Thirty‐five randomly selected groups were videotaped in ten desegregated schools; each group was gender‐homogeneous, with three Hispanic and three Anglo students. Analysis of the videotapes revealed that Hispanic females used less vertical and horizontal space than Anglo females, and were also less likely to verbally interrupt or physically intrude on other group members. They had similar rates of handling the group resource cards and were given similar leadership scores by multi‐ethnic trained observers. Among males, Hispanics are significantly more likely to use vertical or upward movements and physical intrusions, while Anglos use more verbal interruptions. School and social status factors such as high‐and low‐equity desegregated school programs, ethnic and gender status, and school status variables of academic grades and English word knowledge had varying effects on teacher and peer ratings of leadership. High‐equity schools garnered higher leadership scores for Hispanic females from both peers and teachers when all other nonverbal behaviors were controlled. This positive effect of the school on leadership ratings was evident only for males in teacher ratings. Hispanic females and their peers do reflect adult models of nonverbal behavior and leadership, and that leadership is enhanced in the perceptions of teachers and peers when they participate in a high‐equity desegregated elementary school.

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Building Effective Multiethnic Schools

Cited by 8 publications

References 33 publications

School Desegregation and Intergroup Relations: A Review of the Literature

School Desegregation and Intergroup Relations: A Review of the Literature

Handbook of the Sociology of Education

Leadership and Nonverbal Behaviors of Hispanic Females Across School Equity Environments

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