Long-Term Effects of School Desegregation Experiences on Interpersonal Relations in the Israeli Defense Forces
Dados Bibliográficos
| ID | 8102877 |
|---|---|
| Autores | Joseph Schwarzwald (Department of Psychology and the Institutefor the Advancement of Social Integration in the Schools Bar-Than University, Ramat Can, Israel, autor correspondente), Yehuda Amir (Department of Psychology and the Institutefor the Advancement of Social Integration in the Schools Bar-Than University, Ramat Can, Israel), Robert L Crain (Teachers Colleg-e Columbia University) |
| Ano | 1992 |
| Volume | 18 |
| Fascículo | 3 |
| Páginas | 357-368 |
| Data de publicação | 1992-06-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Personality and Social Psychology Bulletin (JOURNAL) |
| Identificadores do periódico | ISSN: 0146-1672 • E-ISSN: 1552-7433 |
| Editora | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/0146167292183013 |
| OpenAlex | W2007950507 |
| Idioma | EN |
| Citações recebidas | 8 |
| Referências citadas | 19 |
Effects of school desegregation were assessed during basic training in the army. Soldiers completed cognitive, affective, and behavioral measures of interpersonal relations in their platoons. The pattern of current relations differed as a function of measure focus. Cognitive measures reflected asymmetry: Regardless of ethnic origin, all soldiers gave more positive evaluations to Western than Middle Eastern platoon members. Behavioral and affective measures revealed symmetrical relationships: Western and Middle Eastern soldiers exhibited in-group preferences in social acceptance and liking. Platoon relationships were not associated with school programs desig7ned to facilitate integration. However, three school desegregation effects were found: On both the behavioral and the affective indexes, the larger the educational gap, the greater the level of in-group bias; lower levels of in-group bias in social acceptance appeared among soldiers from schools with higher percentages of disadvantaged students; and a heightened in-group bias in social acceptance was found among soldiers from religious as opposed to secular schools
Cognition · Desegregation · Developmental psychology · Ethnic group · Interpersonal communication · Interpersonal relationship · Political science · Early Childhood Education and Development · Psychology · Racial and Ethnic Identity Research · School Choice and Performance · Social Psychology
Community cohesion, sense of threat, and fear of crime
Multiple conflicts and competing agendas
Rape Myths and Social Distance Toward Sex Offenders and Victims among Therapists and Students
Power relations in intergroup encounters
Intergroup acceptance and perception of Israeli and Russian immigrant students
The Dialogue between the ‘Self’ and the ‘Other’
Participation, Control, and Dominance in Communication Between Groups in Conflict
Effect of Ethnicity on Parenting Styles and Attitudes Toward Violence Among Jewish and Arab Muslim Israeli Mothers
Social Psychology
The Role of Intergroup Contact in Change of Prejudice and Ethnic Relations
Self Description Questionnaire Iii
Beyond the Contact Hypothesis
Cooperative Learning
Peer Nomination vs. Rating Scale Measurement of Children's Peer Preferences
Symmetrical and asymmetrical interethnic perception in Israel
Impact of Sociometric Method and Activity Content on Assessment of Intergroup Relations in the Classroom
A Preparatory Programme for Passage Into the Ethnically Integrated School
Desegregation as National Policy
Self–other agreement on multidimensional self-concept ratings
Contact hypothesis in ethnic relations
Exploratory factor analyses of the behavioral component of social attitudes
The Perpetuation of Segregation across Levels of Education
| Obras citantes distintas | 8 |
|---|---|
| Citações por ano | 0,27 |
| Intervalo de citações | 1996 - 2016 (21) |
| Velocidade de citação | historical |
| Altamente citado | Não |
| Tipos de citação | Neutras: 8 |