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W. J. CAMPBELL Introduction One of the most striking features of recent text books in educational psychology is the large amount of space devoted to studies of group relations. Most of the research in this field has been carried out by sociologists and social psychologists who have been interested in the structure of groups, interpersonal relations per se, and the nature of change, rather than in the learning process which is the central interest of the educational psychologist. In spite of this, the techniques and findings which have emerged have been of considerable value to those concerned with education, and, in particular, they have led to the re-examination of many basic assumptions. This study is concerned with testing a current formulation of one of these assumptions in a secondary school setting. In connection with a large number of issues in education-e.g. co-education, consolidation, type of secondary school, classification of pupils, diminution of racial and class conflicts, et cetera-it is sometimes asserted, and more often implied, that mere association of individuals who differ in some respects is sufficient to ensure their acceptance. Apart from the fact that such an assertion underrates the complexity of prejudice, and ignores the need to
Australian Journal of Education – SAGE
Published: Jul 1, 1957
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