|Haslam I 225
Social identity/Aronson: A key premise of social identity theory, which is particularly relevant to Aronson and colleagues’ (1978)(1) classic jigsaw classroom research, is that social identities are malleable. People tend to activate social identities that are most important in a given context. By shifting the relevant social identity from one based on race and ethnicity to one tied to learning in the classroom, Aronson and colleagues’ intervention reduced racial and ethnic tension that interfered with students’ opportunities to learn, and created a sense of social belonging within the classroom that is particularly critical to the educational achievement of members of traditionally marginalized groups, such as racial and ethnic minorities (Walton and Cohen, 2011)(2).
1. Aronson, E., Stephan, C., Sikes, J., Blaney, N. and Snapp, M. (1978) The Jigsaw Classroom. Beverly Hills, CA: Sage.
2. Walton, G.M. and Cohen, G.L. (2011) ‘A brief social-belonging intervention improves academic and health outcomes of minority students’, Science, 331: 1447–51.
John F. Dovidio, „ Promoting Positive Intergroup Relations. Revisiting Aronson et al.’s jigsaw classroom“, in: Joanne R. Smith and S. Alexander Haslam (eds.) 2017. Social Psychology. Revisiting the Classic studies. London: Sage Publications_____________Explanation of symbols: Roman numerals indicate the source, arabic numerals indicate the page number. The corresponding books are indicated on the right hand side. ((s)…): Comment by the sender of the contribution. The note [Author1]Vs[Author2] or [Author]Vs[term] is an addition from the Dictionary of Arguments. If a German edition is specified, the page numbers refer to this edition.
|Aronson, Joshua M.
S. Alexander Haslam
Joanne R. Smith
Social Psychology. Revisiting the Classic Studies London 2017