Abstract
As indicated in the first chapter, underlying the hopes and beliefs of most proponents of desegregation is the implicit assumption that the minority child will be accepted socially into the classroom of the receiving school. More than simply deriving the benefits of the supposed better curriculum and instruction in the receiving school, it is assumed that the minority child, through the medium of close contact with his Anglo peers, will come to adopt their achievement-related values (Katz, 1968) and will also come to view his own capabilities more positively (Katz, 1967).
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Gerard, H.B., Jackson, T.D., Conolley, E.S. (1975). Social Contact in the Desegregated Classroom. In: School Desegregation. Perspectives in Social Psychology. Springer, Boston, MA. https://doi.org/10.1007/978-1-4613-4310-3_11
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DOI: https://doi.org/10.1007/978-1-4613-4310-3_11
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