Enhancing Postsecondary Intergroup Relations at the University Through Student-Run ESL Instruction

This case-study research examines the prosocial potential of a cooperative-learning, content-based English as a second language program in which native-born and immigrant undergraduate pairs work to develop the immigrant students' academic English. Majority and immigrant student interpretations of their partnerships regarding status and stereotype confirmation/disconfirmation were investigated. Twelve informants comprised 6 pairs representing the program's 3 cooperative models. All 6 native-born informants were White women ages 18 to 26. Four male and 2 female participants, ages 20 to 36, were immigrants from Cambodia, Laos, Cape Verde, and Hong Kong. Data collection included interviews, document review, and observation during two semesters. The theoretical frameworks are cooperative learning, decategorization, and investment informed data analysis. This research found partners' personalized interaction instrumental in promoting status equalization and undermining category-based preconceptions. Interaction between the participants' activated identities and the contact's structural features influenced the development of stereotype-disconfirming and -confirming relationships.