1. The Presence of Contact Conditions in a Magnet School Nicola Blacklaw Educational Studies Trinity College December 2, 2002

2. The Magnet School “If children of different races and economic and social groups have no opportunity to know each other and to life together in school, they cannot be expected to gain the understanding and mutual respect necessary for the cohesion of our society. ” - Memorandum of Decision on Sheff v. O’Neill, State of Connecticut, March 3 1999

3. Desegregation and Positive Interracial Attitudes Is mere contact enough to promote positive interracial attitudes? Is mere contact enough to promote positive interracial attitudes? Research shows that contact alone between different social groups is not sufficient (Allport, 1954; Brewer & Miller 1974) Research shows that contact alone between different social groups is not sufficient (Allport, 1954; Brewer & Miller 1974) Data supports that optimal inter-group contact should be a critical component of any successful effort to promote positive interracial attitudes (Pettigrew & Tropp 2000) Data supports that optimal inter-group contact should be a critical component of any successful effort to promote positive interracial attitudes (Pettigrew & Tropp 2000)

4. Gordon Allport’s Contact Theory Positive effects of contact occur when the following criteria are met: Positive effects of contact occur when the following criteria are met: Equal group status within the contact situation Equal group status within the contact situation Common goals Common goals Individualized contact Individualized contact Support from authorities Support from authorities

5. Research Question Is a Magnet School environment effective in fostering positive inter-racial attitudes and behaviors? Prediction With the presence of contact conditions a magnet school is effective in fostering positive inter-racial attitudes and behaviors.

6. Methodology Measuring Contact Conditions Participants Participants upper elementary classroom upper elementary classroom 12 students : 58% Black, 33% White, 9% Latino 12 students : 58% Black, 33% White, 9% Latino 1 Teacher 1 Teacher Observation Technique Observation Technique Support from authorities & common goals – global scan Support from authorities & common goals – global scan Equal status – 2.5 hour observation - verbal interaction Equal status – 2.5 hour observation - verbal interaction Individualized contact – 2.5 hour observation – classroom traffic Individualized contact – 2.5 hour observation – classroom traffic

7. Results for Equal Group Status

8. BLACKWHITELATINO BLACK41277 WHITE49217 LATINO530 BLACKWHITELATINOSELF BLACK4431024 WHITE443217 LATINO5304 BLACKWHITELATINO BLACK34-7 WHITE-511-6 LATINO000 Results for Individualized Contact ESTIMATED ESTIMATED AS OBSERVED AS OBSERVED VARIENCE VARIENCE

9. Discussion of Results Montessori ~self formation of the child Montessori ~self formation of the child ~free choice ~free choice ~uninterrupted work cycles ~uninterrupted work cycles No cooperative learning such as Jigsaw or STAD to promote equal status or individualized contact. No cooperative learning such as Jigsaw or STAD to promote equal status or individualized contact. Contact conditions are effective over time. Contact conditions are effective over time. Longitudinal study may show more positive results. Longitudinal study may show more positive results.

10. References Allport, G.W. (1954). The Nature of Prejudice. Reading, MA: Addison- Allport, G.W. (1954). The Nature of Prejudice. Reading, MA: Addison- Wesley Publishing. Wesley Publishing. Brewer, M.B., & Miller, N. (1984). Groups in Contact: The Psychology of Brewer, M.B., & Miller, N. (1984). Groups in Contact: The Psychology of Desegregation. Orlando: Academic Press, Inc Desegregation. Orlando: Academic Press, Inc Pettigrew, T.F. & Tropp, L.R. (2000). Does inter-group contact reduce Pettigrew, T.F. & Tropp, L.R. (2000). Does inter-group contact reduce prejudice? Recent meta-analytical findings. In S. Oskamp (Ed.), Reducing prejudice? Recent meta-analytical findings. In S. Oskamp (Ed.), Reducing Prejudice and Discrimination (pp. 93-114) Mahwah, NJ: Lawrence Prejudice and Discrimination (pp. 93-114) Mahwah, NJ: Lawrence Erlbaum Associates Erlbaum Associates Slavin, R.E. (1985). Cooperative Learning: Applying Contact Theory in Slavin, R.E. (1985). Cooperative Learning: Applying Contact Theory in Desegregated Schools. Journal of Social Issues, 41, 45-62. Desegregated Schools. Journal of Social Issues, 41, 45-62. Thank you