School Psychology Review

Cooperative Learning: A Case For African-American Students

Norris M. Haynes and Sara Gebreyesus

pp. 577-585

Mini-Series: Understanding and Meeting the Psychological and Educational Needs of African-American and Spanish-Speaking Students

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The article offers the premise that African-American children benefit from cooperative learning strategies because of their cultural heritage, family background, and socialization. The authors briefly review cooperative learning strategies, offer a theoretical analysis of the sociocultural basis for cooperative learning orientations among African-American children, and examine empirical studies which appear to substantiate the benefits of cooperative learning for African-American children. The authors discuss implications for practice and research and conclude with a critical appraisal of the school psychologist’s role in promoting more culturally sensitive environments to address children’s needs. A conceptual model is suggested as an explanatory framework for understanding the sociocultural basis for the basic premise.