Improving Race Relations in Higher Education

Williams, Devon

doi:10.1177/0042085904263063

Cited by 18 publications

(5 citation statements)

References 18 publications

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“…Similar conclusions can be reached when focusing on the inclusive effects of socioemotional learning programs, which primarily target the quality of relationships between students but can also impact factors of classroom climate associated with instruction (Durlak et al, 2011;Sklad et al, 2012). Moreover, hypothetical elements of IMT (e.g., Jigsaw cooperative method), often initially suggest fostering one factor of inclusive classroom climate (e.g., improving intergroup attitudes, Williams, 2004). But they may also undermine another factor (e.g., engagement, Cochon Drouet et al, 2022).…”

Section: A Multilevel Multi-factor Classroom Climate Measure To Bette...mentioning

confidence: 61%

Inclusive classroom climate development as the cornerstone of inclusive school building: review and perspectives

Margas

2023

Front. Psychol.

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Education institutional guidelines around the world agree that building more inclusive schools is a priority. The reality of school practice, however, belies this institutional will. To help fill the gap, this theoretical review documents the value that the construct of classroom climate brings to research and practice in terms of inclusive school development. The article firstly points out that the current main challenge is to develop Inclusive Mainstream Teaching (IMT) in diverse classrooms. Indeed, IMT is needed in all classrooms to guarantee the effectiveness of special accomodating measures in schools that are targeted at special education needs students. Intervening at classroom level is both a pragmatic and powerful way of developing inclusive schooling. However, developing IMT in the classroom remains a challenge for both teachers and researchers. Thus this review documents the central role that classroom climate should play in the development of IMT. More precisely, the factors of classroom climate that are associated with inclusive outcomes are identified. We also highlight how these factors and the measurements associated with them are efficient tools to guide IMT development. These measures are proximal, sensitive, complementary, and pragmatic indicators of effective IMT. Such indicators are very useful in helping research empirically document effective IMT, ensure that any small improvement is assessed, monitor teachers’ progress, and assist their professional growth. Theoretically positioned as a mediator between inclusive teaching in mainstream classrooms and inclusive school outcomes, inclusive classroom climate is a tool that appears to be effective in supporting IMT development and, consequently, in the establishment of more inclusive schools.

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Section: A Multilevel Multi-factor Classroom Climate Measure To Bette...mentioning

confidence: 61%

Inclusive classroom climate development as the cornerstone of inclusive school building: review and perspectives

Margas

2023

Front. Psychol.

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“…One all-time favorite collaborative technique that strengthens relations among diverse groups (Williams, 2004) and promotes deeper community in the classroom is the jigsaw. In this 2-stage activity, illustrated in Figure 1, students first work in "expert" groups and later form "jigsaw" groups.…”

Section: Jigswmentioning

confidence: 99%

“…Since everyone must share their expert group's content, success depends on no one member of the jigsaw group dominating the discussion. Through these "positive, non-superficial interactions with others" (Williams, 2004), students recategorize classmates from other backgrounds into their in-group, improving their view not only of the individual classmate but of that classmate's racial-ethnic group altogether. The techniques discussed in this review-the hall of fame, alternative discussion boards, and jigsaws-are 3 class activities that can be used to foster community, belonging, and persistence throughout a course in any discipline or modality.…”

Section: Stage 2: Jigsaw Groupsmentioning

confidence: 99%

Social and Academic Integration in the Virtual Classroom: Techniques to Foster Community, Belonging, and Retention

Miller,

Osman,

Farrar

2023

tales

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In this article, we, as 3 faculty members in the English for Speakers of Other Languages Program at the Community College of Baltimore County, reflect on our experiences of transforming online and remote classrooms into a community during the pandemic and examine the literature that underscores how classroom community and belonging contribute to student success. We share research on 3 engaging learning activities that have successfully built this community among students in our own virtual classrooms: hall of fame, discussion boards, and jigsaw readings. Although what we share is rooted in our experiences as English for speakers of other languages faculty in the context of a large community college, we have chosen activities that can be applied in various contexts to foster community.

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“…Originally developed by Aronson et al (1978), the Jigsaw method aims to reduce intergroup prejudices in schools (Williams, 2004). After making some observations, Aronson et al (1978) concluded that intergroup aggressiveness was due to the competitive classroom environment.…”

Section: Introductionmentioning

confidence: 99%

Effects of the Jigsaw method on student educational outcomes: systematic review and meta-analyses

2023

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IntroductionCooperative learning methods are particularly interesting for building more inclusive schools; however, they have not been widely implemented. Among cooperative learning methods, the Jigsaw strategy is attractive for teachers, as it seems to be easy to implement and follow its four-step teaching structure; in addition, this method is believed to improve students' socialization and learning. To identify the effects of the Jigsaw method accurately, a systematic review of studies that have tested the effects of this method on important student educational outcomes was proposed and completed using a meta-analytical approach.MethodsA total of 69 Jigsaw studies were analyzed, and three major outcomes were retained following inductive and deductive thematic analyses: learning (including achievement and motivation), social relations, and self- esteem (including academic self-esteem and social self-esteem). When possible, complementary meta-analyses were conducted to quantify the Jigsaw effects on achievement (n = 43), motivation (n = 5), social relations (n = 4), and academic self-esteem (n = 4).ResultsThe primary results of our review focused on the inconsistency of Jigsaw effects and the high degree of variability among studies with regard to all retained student educational outcomes (i.e., achievement, motivation, social relations, and academic self-esteem) with the exception of social self-esteem, for which only three studies concluded that the Jigsaw method had positive effects. Moreover, homogeneous results were observed within studies. Our review highlights several factors that may explain this variability among studies: the sample size, the diversity of students in the classroom, and the type of content taught.DiscussionThe moderating roles of these factors must be tested empirically, as they suggest ways of implementing the Jigsaw method more efficiently.

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Improving Race Relations in Higher Education

Cited by 18 publications

References 18 publications

Inclusive classroom climate development as the cornerstone of inclusive school building: review and perspectives

Inclusive classroom climate development as the cornerstone of inclusive school building: review and perspectives

Social and Academic Integration in the Virtual Classroom: Techniques to Foster Community, Belonging, and Retention

Effects of the Jigsaw method on student educational outcomes: systematic review and meta-analyses

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