the educational attainment of middle- and lower class, white and black students, learning strategies that encourage mutual assistance have implications for social harmony and justice that extend beyond the classroom.
The research reported in this chapter was supported, in part, by an RSDA Grant No. 00484 to Ruble, and by Grant No. 37215, both from the National Institute of Mental Health. We are grateful to William Damon and William Smith for comments on an earlier draft.
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