This paper presents two cooperative learning lesson plans drawn from sociological research on racial segregation in the United States. The first plan engages students with Massey's (1990) argument that racial segregation in the 1970s concentrated poverty and worsened social conditions in minority neighborhoods. The second plan uses Logan and Schneider's (1984) study of African American suburban migration to prompt classroom discussion about self-reinforced segregation. The paper also reflects on cooperative learning as a pedagogical approach, highlighting its benefits for student engagement, cross-ethnic collaboration, and the development of critical thinking skills on intellectually and historically complex topics.
The first lesson plan discussed here is based on the journal article by Douglas Massey (1990) on racial segregation and the creation of the underclass. Massey (1990) argues that racial segregation during the 1970s was a major reason that poverty levels were high in certain urban areas. This is explained by the fact that rising incidence of segregation came to reflect the economic and class differences that had developed in society. It was also noted that the concentration of poverty among minority populations was closely linked to the socioeconomic character of their neighborhoods. In other words, segregation and poverty combined to produce a range of further disadvantages, including poor schooling, increased crime rates, and deteriorating family life in affected neighborhoods.
One of the strategies that can be used to explore this journal is positive interdependence combined with face-to-face promotive interaction. Because this is an intellectually challenging topic, it seems necessary to have these ideas discussed by different students in the classroom. The face-to-face interaction would be particularly effective if two students of varying ethnic backgrounds engage with the topic together. Students should, of course, be mindful of each other's feelings and refrain from making any remarks that could be considered offensive or racist.
Massey supported his opinions with data, and his key claims may still hold relevance today. Positive interdependence essentially means that the class functions as a cohesive group and works collectively to explore and support a shared understanding. Given that this topic centers on minority neighborhoods and their living conditions, one activity could involve sending groups of students to visit minority neighborhoods in person.
Even though Massey was writing about the 1970s, students need to understand what he was attempting to convey. Visiting neighborhoods where African American, Asian, or Latino populations are concentrated will give students a clearer picture of the socioeconomic conditions facing these communities. Following that, students could also visit neighborhoods known to be predominantly White. If students do find people of different backgrounds living together in the same areas, they can draw their own conclusions about whether Massey's framework applies to contemporary society. Regardless, the primary goal is for students to understand Massey's work and attempt to relate to it wherever possible.
The second journal also addresses the movement of African Americans during the 1970s, this time focusing on suburban communities. Logan and Schneider (1984) examine racial segregation and demographic change in American suburbs during that period. They report that a growing number of African Americans entered suburban communities in the 1970s, but that most tended to cluster together in specific areas. Even though formal racial segregation had largely ceased by that time, African Americans often chose — whether by preference or by structural constraint — to reside in particular communities. As a result, racial segregation was indirectly reinforced once again.
This pattern is consistent with broader research on residential segregation in the United States, which shows that housing choices are shaped by a complex mix of personal preference, social networks, economic resources, and lingering discrimination.
A major theme in cooperative learning is group discussion in the classroom. These sorts of discussions allow students to speak their minds and develop a clear stance on both their own views and the historical record. As mentioned earlier, many students might argue that minorities tend to feel more comfortable around people of their own race or ethnicity. On the other hand, many students might disagree with this notion. After stating their opinions, students can go on to provide reasons for why residential clustering occurs. The outcome is a healthy discussion that deeply embeds the topic in everyone's thinking. The entire purpose is to introduce the subject and ensure that students have sufficient knowledge to engage with it meaningfully.
"Group discussion of self-reinforced segregation"
"Cooperative learning versus conventional teaching methods"
"Benefits across ability levels and ethnic groups"
"Recap of lesson plan goals and cooperative learning value"
You’re 49% through this paper. Sign up to read the remaining 4 sections.
Sign Up Now — Instant Access Already a member? Log inAlways verify citation format against your institution’s current style guide requirements.