Learning Research and Development Center

People

Schofield, Janet Ward

Senior Scientist
Professor of Psychology
PhD, Harvard University


Contact:
517 LRDC
412-624-7473
412-624-9149
schof@pitt.edu
http://www.pitt.edu/~schof/
 

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Research Interests: The impact of social and technological change on classroom processes

Projects/Labs

• Increasing College Retention
• Social Aspects of Classroom Computer Use
• Intergroup Relations in Schools

Publications

• Schofield, J. W., Evans-Rhodes, D., & Huber, B. R. (in press). The artificially intelligent tutor as a change agent: Unintended consequences for classroom social processes. In A. Collins & J. Hawkins (Eds.), Design experiments in education. Cambridge: Cambridge University Press.
• Schofield. J. W. (in press) Realistic conflict theory. In M. Hogg and J. M. Levine (Eds.) Encyclopedia of group processes and intergroup relations. Thousand Oaks, CA: Sage.
• Hausmann, R. R. M., Ye, F., Schofield, J. W., & Woods, R. L. (in review). The role of sense of belonging in a model of student persistence.
• Schofield, J. W. (2008). School desegregation research: Outcomes, historical trends and issues affecting its usefulness in policy and practice. In U. Wagner, L. Tropp, G. Finchilescu, & C. Tredoux (Eds.), Improving intergroup relations: Building on the legacy of Thomas F. Pettigrew (pp. 262-279). New York: Blackwell.
• Alexander, K. M. & Schofield, J. W. (2008). Understanding and mitigating stereotype threat’s negative influence on immigrant and minority students’ academic performance. Kölner Zeitschrift für Soziologie und Sozialpsychologie, 48, 1-24.
• Schofield, J. W. (2008). School desegregation. In R. T. Schaefer (Ed.), Encyclopedia of race, ethnicity, and society (pp. 1207-1210). Thousand Oaks, CA: Sage.
• Schofield, J. W. (2007) Racial diversity in the classroom. Congressional Quarterly Researcher, 17 (32), 761.
• Schofield, J. W., Wang, L., & Chew, P. (2007). Culture and race in provider-client relationships. Social Work in Public Health, 23(2/3), 1-33.
• Schofield, J.W. , L., & Chew, P. (2007). Culture and race in provider-client relationships. In R.L. Bangs, E. M. Ricci & L. Davis (Eds.), Racial disparity in mental health services: Why race still matters (pp. 1-33). Binghamton, NY: Haworth Press.
• Linn, R. L., Borman, K. M., Haertel, E. H., Hanushek, E. A., Schofield, J. W., Trent, W. T., Welner, K. G., & Chi, W. (2007). Race-conscious policies for assigning students to schools: Social science research and the Supreme Court cases. Washington, DC: National Academy of Education.
• Hausmann, L. R.M., Schofield, J. W., & Woods, R. L. (2007). Sense of belonging as a predictor of intentions to persist among African American and White first-year college students. Research in Higher Education, 48(7), 803-839.
• Schofield, J. W. (2007). Increasing the generalizability of qualitative research. In M. Hammersley (Ed.), Educational research and evidence-based practice (pp. 181-203). Thousand Oaks, CA: Sage.
• Schofield, J. W. (2006). Migration background, minority-group membership and academic achievement. Berlin, Germany: Social Science Research Center. Wissenschaftszentrum Berlin für Sozialforschung). Also published in German as Migrationshintergrund, Minderheitenzugehörigkeit und Bildungserfolg.
• Banks, J., Cookson, P., Gay, G., Irvine, J., Nieto, S., Schofield, J., & Stephan, W. (2006). Essential principles for teaching and learning for a multicultural society. In W. D. Hawley (Ed.), The Keys to Effective Schools. Thousand Oaks, CA: Corwin Press.
• Schofield, J.W. (2006). The colorblind perspective in school: Causes and consequences. In J.A. Banks & C.A. McGee Banks (Eds.) Multicultural education: Issues and perspectives (6th ed), (pp. 271-295). New York: John Wiley & Sons.
• Schofield, J. W. (2006). Realizing the Internet’s educational potential. In J. Weiss, J. Nolan, J. Hunsinger, & P. Trifonas (Eds.), The international handbook of virtual learning environments (pp. 301-327). The Netherlands: Springer.
• Schofield, J. W. (2006). Internet use in schools: Promise and problems. In R. K. Sawyer (Eds.), Cambridge Handbook of the Learning Sciences (pp. 521-534). New York: Cambridge University Press. (Chinese language edition is in press and Japanese edition is planned).
• Zachary, W., McCollum, C., McNamara, J., Stokes, J., Blickensderfer, E., & Schofield, J. W. (2006). Beyond content and design: Employment processes as the missing link in Web-based learning success. In H. O’Neil & R. Perez (Eds.), Web-based learning: Theory, research, and practice (pp. 163-182). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
• Robinson, D. R., Schofield, J. W., & Steers-Wentzell, K. L. (2005). Peer and cross-age tutoring in math: Outcomes and their design implications. Educational Psychology Review, 17(4), 327-362.
• Banks, J. A., Cookson, P., Gay, G., Hawley, W. D., Irvine, J. J., Nieto, S., Schofield, J. W., & Stephan, W. G. (2005). Education and diversity. Social Education, 69(1), 36-40.
• McCollum, C., Zachary, W., McNamara, J., Stokes, J., & Schofield, J. (2004). Individual and organizational factors that affect successful employment of computer-based distance learning (CDL) courses and curricula. Proceedings of the Human Factors and Ergonomics Society (HFES) 48th Annual Meeting [CDROM]. Santa Monica, CA: Human Factors and Ergonomics Society.
• Schofield, J. W., & Hausmann, L. R. M. (2004). The conundrum of school desegregation: Positive student outcomes and waning support. Pittsburgh Law Review, 66, 83-111.
• Schofield, J.W. & Hausmann, L.R.M. (2004). School desegregation and social science research. American Psychologist, 59(6), 538-546.
• Schofield, J. W. (2004). Fostering positive intergroup relations in schools. In J. A. Banks & C. A. McGee Banks (Eds), Handbook of research on multicultural education (2nd ed., pp. 799-812). New York: John Wiley & Sons.
• Schofield, J.W., & Davidson, A.L. (2004). Achieving equality of student Internet access within schools. In A. Eagly, R. Baron, & L. Hamilton, (Eds.), The social psychology of group identity and social conflict (pp. 97-109). Washington, DC: APA Books.
• Schofield, J.W. (2004). The colorblind perspective in school: Causes and consequences. In J.A. Banks & C.A. McGee Banks (Eds.) Multicultural education: Issues and perspectives (5th ed), (pp. 265-288). New York: John Wiley & Sons.
• Schofield, J. W. (2003). Bringing the Internet to schools effectively. Global Issues. The Evolving Internet. An Electronic Journal of the U.S. Department of State, Volume 8, Number 8, November 2003. Retrievable from http://usinfo.state.gov/journals/itgic/1103/ijge/gj09.htm.
• Schofield, J.W., & Steers-Wentzell, K.L. (2003). Prejudice and discrimination: Exploring their origins and understanding their nature. Human Development, 46, 331-336.
• Schofield, J. W., & Davidson, A. L. (2003). The impact of Internet use on relationships between teachers and students. Mind, Culture, and Activity, 10(1), 62-79.
• Schofield, J. W., & Davidson, A. L. (2003). The impact of Internet use on relationships between teachers and students. Mind, Culture, and Activity, 10(1), 62-79.
• Schofield, J.W. (2003). Instructional technology and higher education: Promise and problems. [Review of the book Technology Enhanced Learning: Opportunities for Change]. Contemporary Psychology, 48(4), 480-482.
• Davidson, A. L., & Schofield, J. W. (2002). Female voices in virtual reality: Drawing young girls into an on line world. In K. A. Renninger & W. Shumar (Eds.), Building virtual communities: learning and change in cyberspace. New York: Cambridge University Press.
• Davidson, A. L. & Schofield, J. W. (2002). Bringing the Internet to Schools: A case study of educational and technical professionals' collaboration for change. The Information Society.
• Schofield, J. W. (2002). Increasing the generalizability of qualitative research. In A.M. Huberman and M.B. Miles (Eds.), The Qualitative Research Companion. Thousand Oaks, CA: Sage.
• Schofield, J. W. (2002). [Review of the book Watch It: The Risks and Promises of Information Technologies for Education]. Teachers College Record, 104(1), 154-156.
• Schofield, J. W. & Eurich-Fulcer, R. (2001). When and how school desegregation improves intergroup relations. In R. Brown & S. Gaertner (Eds.), Handbook of Social Psychology, Vol.4. New York: Blackwell.
• Schofield, J. W. (2001). Maximizing the benefits of a diverse student body: Lessons from school desegregation research. In G. Orfield (Ed.), Diversity Challenged. Cambridge, MA. Harvard Education Publishing Group.
• Schofield, J.W. (2001). Inside desegregated schools: Understanding how and why they influence students. American Journal of Education, 109(3), 383-390.
• Banks, J.A., Cookson, P., Gay, G., Hawley, W.D., Irvine, J.J., Nieto, S., Schofield, J.W., & Stephan, W.G. (2001). Diversity within unity: Essential principles for teaching and learning in a multicultural society. Phi Delta Kappan, 83(3), pp. 196-203.
• Davidson, A. L., Schofield, J. W., & Stocks, J. E. (2001). Professional cultures and collaborative efforts: A case study of technologists and educators working for change. The Information Society, 17, 21-32.
• Banks, J.A., Cookson, P., Gay, G., Hawley, W.D., Irvine, J.J., Nieto, S., Schofield, J.W., Stephan, W.G. (2001). Diversity within unity: Essential principles for teaching and learning in a multicultural society. University of Washington, Seattle, Center for Multicultural Education, College of Education.
• Schofield, J.W. (2000). The colorblind perspective’s impact on intergroup relations. In J. A. Banks & C. A. MaGee Banks (Eds.). Multicultural Education: Issues and perspectives (4th ed.). Boston, MA: Allyn & Bacon.
• Schofield, J.W. (2000). Increasing the generalizability of the case study. In R. Gomm, M. Hammersley, and P. Foster (Eds.). Case Study Method: Key Issues, Key Texts. Thousand Oaks, CA: Sage.
• Schofield, J. W. (1999). Goals, computer use and education: A sociocultural issue. Journal of the Learning Sciences, 8 (1), 171-179.
• Schofield, J. W., & Davidson, A. L. (1998). The Internet and equality of educational opportunity. In T. Ottmann & I. Tomek (Eds.), Proceedings of ED MEDIA & ED TELECOM 98 - World Conference on Educational Multimedia and Hypermedia & World Conference on Educational Telecommunications (p. 104-110). Charlottesville, VA: Association for the Advancement of Computing in Education.
• Huber, B. R., & Schofield, J. W. (1998). Gender and the sociocultural context of computing in Costa Rica. In H. Bromley & M. W. Apple (Eds.), Education/technology/power: Educational computing as a social practice (pp. 103-132). Albany: State University of New York Press.
• Davidson, A. L., Schofield, J. W., & Stocks, J. (1998). Implementing Educational Technology: Professional Cultures and Collaborative Efforts. Journal of the Queensland Society for Information Technology in Education, 70, 4-7.
• Davidson, A. L., & Schofield, J. W. (1998). Achieving use of the Internet in school: Promoting and supporting educational activity. In H. Maurer & R. G. Olson (Eds.), Proceedings of WebNet 98 World Conference of the WWW, Internet, and Intranet. Charlottesville, VA: Association for the Advancement of Computing in Education.
• Schofield, J. W. (1998). Improving race and ethnic relations among America's youth. In Education and the development of American youth (pp. 13-19). Washington, DC: The Aspen Institute.
• Schofield, J. W. (1998). Computers and classroom change: A view from the inside.
• Schofield, J. W. (1997). Rethinking technology education. [Review of Technology education in the classroom: Understandinq the designed world]. Teachers College Press, 99, 220-222.
• Davidson, A. L., Schofield, J. W., & Stocks, J. (1997). Implementing educational technology: Professional cultures and collaborative efforts. In T. M. Oldner & T. C. Reeves (Chairs), Proceedings of ED MEDIA & ED TELECOM 97 World Conference on Educational Multimedia and Hypermedia & World Conference on Educational Telecommunications (pp. 383-386). Charlottesville, VA: Association for the Advancement of Computing in Education.
• Schofield, J. W., & Davidson, A. L. (1997). The Internet in school: The shaping of use by organizational, structural, and cultural factors. In S. Lobodzinski & I. Tomek (Chairs), Proceedings of WebNet 97 World Conference of the WWW, Internet & Intranet (pp. 485-489). Charlottesville, VA: Association for the Advancement of Computing in Education.
• Schofield, J. W. (1997). Resegregation. In C. A. Grant & G. Ladson Billings (Eds.), Dictionary of multicultural education. Oryx Press
• Schofield, J. W. (1997). Desegregation. In C. A. Grant & G. Ladson Billings (Eds.), Dictionary of multicultural education. Oryx Press.
• Schofield, J. W. (1997). Do we trust humans too much? Comparing human and computer based expertise. Technology Studies, 3, 189-192.
• Schofield, J. W. (1997). School desegregation 40 years after Brown v. Board of EducationLooking forward and looking back. In D. Johnson (Ed.), Minorities and girls in school: Effects on achievement and performance (pp. 1-36). Thousand Oaks, CA: Sage.
• Stocks, J., & Schofield, J. (1997). Educational reform and professional development. In E. Fennema & B. S. Nelson (Eds.), Mathematics teachers in transition (pp. 283-308). Mahwah, NJ: Erlbaum.
• Schofield, J. W., Stocks, J., & Davidson, A. L. (1997). Connecting schools to the world via the Internet: Do the walls come tumbling down or just get lower? In R. H. Sprague, Jr. (Chair), Proceedings of the Thirtieth Annual Hawaii International Conference on System Sciences (pp. 665-672). Los Alamitos, CA: IEEE Computer Society Press.
• Schofield, J. W., Davidson, A., Stocks, J. E., & Futoran, G. (1997). The Internet in school: A case study of educator demand and its precursors. In S. Kiesler (Ed.), Culture of the Internet (pp. 361-381). Mahwah, NJ: Erlbaum.
• Schofield, J. W. (1997). Causes and consequences of the colorblind perspective. In J. A. Banks & C. A. MaGee Banks (Eds.), Multicultural education: Issues and Perspectives (3rd ed., pp. 251-271). Boston, MA: Allyn and Bacon.
• Schofield, J. W. (1997). Computers and classroom social processes: A review of the literature. Social Science Computer Review, 15, 27-39.
• Schofield, J. W. (1996). Review of research of desegregation's impact on elementary and secondary students. In K. Lomotey & C. Teddlie (Eds.), Forty years after the Brown decision: Implications of school desegregation for U.S. education (Vol. 13, pp. 71-116). New York: AMS Press.
• Schofield, J. W. (1995). Computers and classroom culture. New York: Cambridge University Press.
• Schofield, J. W. (1995). Understanding cooperative learning in schools. [Review of Interaction in cooperative groups: The theoretical anatomy of group learninq]. Contemporary Psychology, 40(7), 640-641.
• Futoran, G. C., Schofield, J. W., & Eurich Fulcer, R. (1995). The Internet as a K-12 educational resource: Emerging issues of information access and freedom. Computers and Education, 24, 229-236.
• Eurich Fulcer, R., & Schofield, J. W. (1995). Wide area networking in K-12 education: Issues shaping implementation and use. Computers and Education, 24, 211-220.
• Hawley, W. D., Banks, J. A., Padilla, A., Pope Davis, D. B., & Schofield, J. W. (1995). Strategies for reducing racial and ethnic prejudice: Essential principles for program design. In W. D. Hawley & A. W. Jackson (Eds.), Toward a common destiny (pp. 423-433). San Francisco, CA: Jossey Bass.
• Schofield, J. W. (1995). Promoting positive intergroup relations in school settings. In W. D. Hawley & A. W. Jackson (Eds.), Toward a common destiny (pp. 257-289). San Francisco, CA: Jossey Bass.
• Schofield, J. W. (1995). Improving intergroup relations among students. In J. A. Banks & C. A. MaGee Banks (Eds.), Handbook of research on multicultural education (pp. 635-647). New York: MacMillan.
• Schofield, J. W. (1995). Review of research on school desegregation's impact on elementary and secondary school students. In J. A. Banks & C. A. MaGee Banks (Eds.), Handbook of research on multicultural education (pp. 597-617). New York: MacMillan.
• Eurich-Fulcer, R., & Schofield, J. W. (1995). Correlated versus uncorrelated social categorizations: The effect on intergroup bias. Personality and Social Psychology Bulletin, 21, 149-159.
• Schofield, J. W. (1995). Computers and classroom culture. New York: Cambridge University Press.
• Schofield, J. W. (1994). Barriers to computer usage in secondary school teaching. In C. W. Huff & T. Finholt (Eds.), Social issues in computing: Putting computing in its place (pp. 547-580). New York: McGraw Hill.
• Schofield, J. W., Eurich-Fulcer, R., & Britt, C. L. (1994). New theoretical insights suggest new approaches to research. American Educational Research Journal, 31(3), 619-625.
• Schofield, J. W., Eurich-Fulcer, R., & Britt, C. L. (1994). Teachers, computer tutors, and teaching: The artificially intelligent tutor as an agent for classroom change. American Educational Research Journal, 31 (3), 579-607.
• Schofield, J. W. (1993). Promoting positive peer relations in desegregated schools. Educational Policy, 7 (3), 297-317. (Reprinted in Beyond desegregation: The politics of quality in AfricanAmerican schooling, pp. 91-112, by M. Shujaa, Ed., 1996. Thousand Oaks, CA: Corwin Press)
• Schofield, J. W. (1992). The analysis of qualitative data: The grounded theory approach [Review of Basics of qualitative research: Grounded theory procedures and techniques]. Contemporary Psychology, 37(10), 1074-1075.
• Schofield, J. W. (1991). School desegregation and intergroup relations: A review of the research. In G. Grant (Ed.), Review of research in education (Vol. 17, pp. 335-409). Washington, DC: American Educational Research Association.
• Evans-Rhodes, D., Schofield, J., & Huber, B. (1990). Computer usage and classroom social processes. Newsletter of Technology and Education, 1, 2-4.
• Schofield, J. W. (1990). Social dynamics in desegregated schools. Occasional paper series of the Center for Research on Minority Education, University of Oklahoma, Norman, Ok.
• Schofield, J. W. (1990). Generalizability in qualitative research. In E. Eisner & A. Peshkin (Eds.), Qualitative inquiry in education (pp. 201-232). New York: Teachers College Press. Reprinted in M. Hammersley (Ed.), Educational research: Current issues (pp. 91-113). London: Paul Chapman Publishing, 1993.
• Schofield, J. W., Evans Rhodes, D., & Huber, B. (1990). Artificial intelligence in the classroom. Social Science Computer Review, 8 (l), 24-41.
• Schofield, J. W., & Evans-Rhodes, D. (1989). The impact of a computer based tutor on teachers and students. In D. Bierman, J. Breuker, & J. Sandberg (Eds.), Artificial Intelligence and Education: Proceedings of the 4th International Conference on Al and Education. Springfield, VA: IOS.
• Fox, D. L., & Schofield, J. W. (1989). Issue salience, perceived efficacy and perceived risk: An experimental study of the origins of anti-nuclear war activity. Journal of Applied Social Psychology, 19(10), 805-827
• Schofield, J. W. & Pavelchak, M. A. (1989). Fallout from The Day After: The impact of a TV film on attitudes. Journal of Applied Social Psychology, 19, 433-448.
• Schofield, J. W. (1988). [Review of Qualitative analysis for social scientists]. Contemporary Psychology, 33(12), 1056.
• Schofield, J. W., & Verban, D. (1988). Computer usage in the teaching of mathematics: Issues which need answers. In D. Grouws & T. Cooney (Eds.), Effective mathematics teaching (pp. 169-193). Hillsdale, NJ: Lawrence Erlbaum.
• Schofield, J. W. (1988). Social relations in desegregation. Equity and Choice, 4, Winter. 15-17.
• Schofield, J. W. (1987). [Review of Different by design]. Contemporary Sociology, 16, (6), 896-897.
• Whitley, B. E., Jr., & Schofield, J. W. (1987). A meta analysis of research on adolescent contraceptive use. Population and Environment, 8, 173-203.
• Valdiserri R. 0., Lyter, D. W., Kingsley, L. A., Leviton, L. C., Schofield, J. W., & Rinaldo, C. R. (1987). The effect of group education on improving attitudes about AIDS risk reduction. New York State Journal of Medicine, 87, 272-277.
• Schofield, J. W., & Anderson, K. (1987). Combining quantitative and qualitative components in research. In J. S. Phinney & M. J. Rotherarn (Eds.), Children's ethnic socialization: Pluralism and development. Newbury Park, CA: Sage.
• Schofield, J. W. (1986). Causes and consequences of the colorblind perspective. In S. Gaertner & J. Dovidio (Eds.), Prejudice, discrimination and racism: Theory and practice. New York: Academic Press.
• Schofield, J. W. (1986). Black white contact in desegregated schools. In M. Hewstone & R. Brown (Eds.), Contact and conflict in intergroup encounters (pp. 79-92). Oxford: Basil Blackwell.
• Schofield, J. W., & Pavelchak, M. (1985). The Day After: Before and after. American Psychologist, 40, 542-548.
• Whitley, B. E., Jr., Schofield, J. W., & Snyder, H. H. (1984). Peer preference in a desegregated school: A round robin analysis. Journal of Personality and Social Psychology, 46, 799-810.
• Schofield, J. W. (1984). [Review of White teacher black school: The professional growth of a ghetto teacher]. Contemporary Sociology, 13, 318-319.
• Sagar, H. A., & Schofield, J. W. (1984). Integrating the desegregated school: Problems and possibilities. In M. Maehr & D. Bartz (Eds.) Advances in motivation and achievement: A research annual. Greenwich, CT: JAI Press.
• Hawley, W. D., Crain, R. L., Rossell, C. H., Smylie, M. A., Fernandez, R. R., Schofield, J. W.,Tompkins, R., Trent, W. T., & Zlotnik, M. S. (1983). Strategies for effectivedesegregation: Lessons from research. Lexington, MA: Lexington Books, D. C. Heath.
• Schofield, J. W., & Whitley, B. E., Jr. (1983). Peer nomination versus rating scale measurement of children's peer preferences. Social Psychology Quarterly, 46, 242-251.
• Schofield, J. W., & Sagar, H. A. (1983). Desegregation, school practices and student race relations. In C. Rossell & W. Hawley (Eds.), The consequences of school desegregation. Philadelphia, PA: Temple University Press.
• Schofield, J. W. (1983). [Review of The impact of desegregation]. Contemporary Psychology, 28, 465-466.
• Schofield, J. W. (1983). Black white conflict in the schools: Its social and academic effects. American Journal of Education, 92, 104-107.
• Hawley, W. D., Crain, R. L., Rossell, C. H., Smylie, M. A., Fernandez, R. R., Schofield, J. W., Tompkins, R., Trent, W. T., & Zlotnik, M. S. (1983). Strategies for effective desegregation: Lessons from research. Lexington, MA: Lexington Books, D. C. Heath.
• Schofield, J. W. (1982). Black and white in school: Trust tension or tolerance? New York: Praeger. A revised and updated edition of this book was published by Teachers' College Press in1989.
• Schofield, J. W., & Francis, W. D. (1982). An observational study of peer interaction in racially mixed "accelerated" classrooms. The Journal of Educational Psychology, 74, 722-732.
• Schofield, J. W. (1982). Black and white in school: Trust tension or tolerance? New York: Praeger. A revised and updated edition of this book was published by Teachers' College Press in 1989.
• Schofield, J. W. (1981). Uncharted territory: Desegregation and organizational innovation. The Urban Review, 13, 227-242.
• Schofield, J. W. (1981). Competitive and complementary identities: Images and interaction in an interracial school. In S. Asher & J. Gottman (Eds.), The development of children's friendship. New York: Cambridge University Press.
• Schofield, J. W. (1980). Cooperation as social exchange: Resource gaps and reciprocity in academic work. In S. Sharon, P. Hare, C. Webb, & R. Hertz Lazarowitz, (Eds.), Cooperation in education. Provo, UT: Brigham Young University Press.
• Sagar, H. A., & Schofield, J. W. (1980). Racial and behavioral cues in black and white children's perceptions of ambiguously aggressive acts. Journal of Personality and Social Psychology, 19, 590-598.
• Schofield, J. W., & Sagar, H. A. (1979). The social context of learning in an interracial school. In R. Rist (Ed.), Inside desegregated schools: Appraisals of an American experiment. San Francisco, CA: Academic Press.
• McGivern, E., & Schofield, J. W. (1979). The development of interracial bonds in a desegregated school. In R. Blumberg & J. Roye (Eds.), Interracial bonds. New York General Hall.
• Schofield, J. W. (1979). The impact of positively structured contact on intergroup behavior: Does it last under adverse conditions? Social Psychology Quarterly, 42, 280-284.
• Schofield, J. W. (1978). School desegregation and intergroup attitudes. In D. Bar Tal & L. Saxe (Eds.), Social psychology of education: Theory and research. Washington, DC: Halsted Press.
• Schofield, J. W. (1978). An exploratory study of the Draw A Person as a measure of racial identity. Perceptual and Motor Skills, 46, 311-321.
• Schofield, J. W., & Frieze, 1. H. (1978). [Review of Orientation in social psychology]. Psychology of Women Quarterly, 2, 371-373.
• Schofield, J. W., & Sagar, H. A. (1977). Peer interaction patterns in an integrated middle school. Sociometry, 40, 130-138.
• Schofield, J. W. (1977). A preventive approach to handling discipline in the desegregated school. In C. Peterson (Ed.), Discipline: Definition and practical solutions. University of Pittsburgh General Assistance Center on School Desegregation and Conflict, Pittsburgh, PA.
• Schofield, J. W., & Sagar, H. A. (1977). Social relationships in an integrated school. Integrated Education, 15, 117-119.
• Schofield, J. W. (1976). Social process in the desegregated classroom. In C. Peterson (Ed.), Preparing for interdistrict desegregation. University of Pittsburgh General Assistance Center on School Desegregation and Conflict, Pittsburgh, PA.
• Schofield, J. W. (1975). The effect of norms, public disclosure and need for approval on volunteering behavior consistent with attitudes. Journal of Personality and Social Psychology, 31, 1126-1133.

There are 123 publications total. View All

Honors and Awards

• Winner, Society for the Psychological Study of Social Issues (APA's Division 9) 1983 Gordon Allport Intergroup Relations Prize for my book, Black and white in school: Trust, tension or tolerance?
• Honorable Mention, Society for the Psychological Study of Social Issues (APA's Division 9) 1991 Gordon Allport Intergroup Relations Prize for my review paper, "A Brief Historical Overview of Desegregation in the United States." In G. Grant (Ed.), Review of research in education (Vol. 17, pp. 335-409). Washington, DC: American Educational Research Association.
• Prepared invited paper "Review of Research on School Desegregation's Impact on Black Americans" for the National Research Council of the National Academy of Sciences, 1987.American Psychological Society, Fellow
• American Psychological Association, Fellow of Divisions 8, 15, and 48
• Society for the Psychological Study of Social Issues, Fellow
• Elected Honorary Member of Phi Eta Sigma (Freshman Honor Society) in recognition of excellence in teaching, 1976.
• Phi Beta Kappa

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