Self-Concept and Long-Term Effects of Teaching about Race Relations in British Schools
The potentialities of the classroom group … [are] one of the most promising and least exploited areas for effecting behavioural change. Although modifications of classroom composition in terms of social class and race can have salutary effects, they by no means represent the most powerful resources at our disposal. Indeed, their potential is realized only to the extent that they facilitate development of the motivating processes (modeling, reinforcement, group commitment, involvement in superordinate goals, etc.) we have outlined. Such development need not be left to chance.
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