Volume 21, Issue 4 (1992)
Cooperative Learning: A Case For African-American Students
Norris M. Haynes and Sara Gebreyesus
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.
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