Involving 307 primarily Hispanic children with varying levels of English and Spanish language proficiency and 9 teacher-aide teams from grades 2-4 bilingual classrooms in schools located in 5 districts in the San Jose (California) area, the study examined whether classroom social status affected the frequency of study interaction and whether…

Social processes in desegregated schools are much more complicated than is generally thought. Data from three desegregated schools are used to highlight the operation of two social processes which have an impact on the interracial behavior of students. One process stems from an academic status ordering, the other comes from power relations in the…

The Status Equalization Project had as one of its goals the elimination of systematic white dominance on intellectual tasks in desegregated classrooms. The field experiment described in this report was designed to test the effectiveness of the Multiple Abilities Curriculum and Expectation Training in equalizing race relationships in such settings.…

Describes the advantages of having students work actively together in small groups. Discusses the new roles that both students and teachers must assume in order to successfully implement the strategy in the classroom. (FMW)

The introduction of the Multiple Ability Curriculum (MAC) and Expectation Training (ET) into the curriculum of racially integrated elementary schools appears to improve the equal status interaction between students of differing academic and social status. The goals of the MAC and ET are the following: (1) prevent classroom dominance by students of…