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AbstractIntergroup cooperation and intergroup competition were compared to determine if they promoted systematic differences in interaction between majority and minority students. Fifty-one fourth-grade students were assigned to conditions on a stratified random basis controlling for minority status and sex. They participated in a study for 55 minutes a day for 10 instructional days. The results indicate that intergroup cooperation promoted more inclusion of minority students and more cross-ethnic relationships.
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Johnson et al. (1984) studied this question.
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