REINFORCED RACIAL INTEGRATION IN THE FIRST GRADE: A STUDY IN GENERALIZATION 1

Abstract

This study investigated possible factors in promoting racial integration, a matter of practical concern in schools today. Specifically, the effect of social and tangible reinforcement was studied on the social integration of five black children in a predominantly white classroom. “Sitting and seating with a new friend” in the school cafeteria was manipulated by (a) teacher directive combined with reinforcement and (b) by positive reinforcement alone. Treatment effectiveness was studied in the cafeteria and as generalization effects to a free‐play period. The results indicated that reinforcement produced significant generalization to integrated free play, although intersubject variability was present. Evidence suggests that reinforcement techniques can be used effectively to promote social integration.