Group status and attitude change in desegregated classrooms

Yehuda Amir, Shlomo Sharan, Miriam Rivner, Rachel Ben-ari, Aharon Bizman

Research output: Contribution to journalArticlepeer-review

11 Scopus citations


One thousand thirty-three ninth-grade students from Western and Middle-Eastern ethnic background in 30 classrooms responded to a questionnaire assessing ethnic attitudes. The questionnaire was administered at the beginning and again at the end of these students' first year in ethnically desegregated classrooms. No marked changes in ethnic attitudes were noted as a function of the students' individual academic or social status in the classroom, but there were noteworthy changes associated with the relative status in the classroom occupied by the students' ethnic groups. Positive attitude change among Western (majority) students occurred when both ethnic groups in the classroom were of equal status, and when the MiddleEastern (minority) group was of superior academic status to the Western group. Positive change among the Middle-Eastern group occurred when it occupied superior status in the classroom.

Original languageEnglish
Pages (from-to)137-152
Number of pages16
JournalInternational Journal of Intercultural Relations
Issue number2
StatePublished - 1979


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