RACIAL IDENTITY OF CHILDREN IN INTEGRATED, PREDOMINANTLY WHITE, AND BLACK SCHOOLS

Fourth-grade children in three school settings (integrated, Black, and White) were assessed by 3 methods: the Draw-A-Person test, the sponta neous self-concept test, and the picture test. The effect of school's population on a child's racial identity was studied. The children in t he integrated school setting mentioned race and ethnicity significantl y more often than did children in either of the other two settings. Th e children from both the integrated and the predominantly White school s also chose more friends from the outgroup than did the children in t he predominantly Black school. The children in the non-integrated scho ols disliked other races more. All groups chose their own race when as ked to indicate which child looked most like them. Contrary to the res earch hypothesis, the children in the predominantly White school produ ced drawings that depicted their race more obviously than did children from either of the other schools.