In 1971 schools across the United States were still undergoing considerable upheaval following the end of racial segregation in education. Despite desegregation efforts, minority children often faced substantial challenges, such as long bus rides compared to their white peers. Many white families who could afford private education removed their children from public schools, raising the proportion of economically disadvantaged and minority children in the public system. Classrooms were rife with hostility, impeding learning and leaving educators, parents, and policymakers disheartened.

Carlos, a fifth-grader in Austin, Texas, struggled with English as his second language. His speech impediment made him a target for bullying, leading him to withdraw socially. Despite high expectations for desegregation, the psychologist Elliot Aronson observed that minority students were not on an equal footing with their white peers. White students were better prepared, rested, and equipped, while teachers, often inexperienced in handling diverse classrooms, were overwhelmed. The inherent competition in traditional classrooms further exacerbated the tensions, isolating students like Carlos.

Aronson introduced a novel approach, the “jigsaw” method, to Carlos’s classroom. This method taught parts of a topic to groups of students, who were obliged to collaborate to complete the project. The students realized they depended on each other, fostering a more supportive and inclusive environment.