The impact of a cooperative learning experience on pupils’ popularity, non‐cooperativeness, and interethnic bias in multiethnic elementary schools

Abstract

In this study we investigated popularity and perceived non‐cooperativeness in multiethnic elementary schools. A sample of 94 pupils aged 10–12 years, from five multiethnic elementary schools, were divided into 26 teams and participated in a structured cooperative learning (SCL) curriculum of 11 lessons. Neither teachers nor pupils had prior SCL experience. The results show that SCL time increased popularity and decreased perceived non‐cooperativeness across ethnic backgrounds. In addition, experience with SCL enhanced the popularity of immigrant pupils and decreased differences in perceived non‐cooperativeness between immigrant and non‐immigrant pupils. Importantly, SCL time only raised popularity and decreased perceived non‐cooperativeness within ethnically heterogeneous teams. This last result extends the notion that enduring interethnic contact is fruitful for interethnic friendships.

Keywords:

• cooperative learning experience
• popularity
• perceived non‐cooperativeness
• interethnic bias
• multiethnic elementary schools