Abstract
After reviewing several studies that support the Coleman finding on the significance of the social-class climate of the school's student body, the author considers effects which can be attributed specifically to racial-composition factors. He distinguishes between a "desegregated" school and an "integrated" school, and discusses the explanatory power of this "crucial distinction." The author concludes with an examination of questions concerning the dynamics of the interracial classroom suggested by the Equality of Educational Opportunity survey data. Two processes are considered in some detail: "fate control" and "social evaluation."
