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EXPERIMENT 1

Subjects for this study were Euro- and Afro-American preschool children enrolled in a racially integrated church-related kindergarten in Winston-Salem, NC, during the 1972-73 school year. [...] In Phase I of the study, the children were administered a modified version of the PRAM II procedure (half of the test was given in standard interview fashion and half via machine administration) in order to assess the equivalence of the two modes of presentation and to establish baseline levels of racial bias. In Phase II, children displaying appreciable E+/A- bias were trained via a teaching machine procedure which employed the half of the PRAM II pictures and stories previously used in the machine administration and reinforced unconventional (E- and A+) responses. In Phase III, the children were again administered the nontrained half of PRAM II in interview fashion. In Phase IV, the children were contacted 1 yr later and were administered the full PRAM II procedure in interview fashion. [...]

EXPERIMENT 2

Subjects for this study were 70 Euro-American preschool children (mean age 68 mo) enrolled in two church-related kindergartens in Winston-Salem, NC. [...] The study employed the PRAM II procedure in a pre-postassessment design to determine the effects on racial bias of two variables: (1) participation in a race- and color-related curriculum vs a control curriculum; and (2) the race of the teachers administering the special curricula (two Euro teachers vs two Afro teachers vs one Euro and one Afro). [...] The general design was thus a 2 x 3 factorial, with an additional untreated control group.

METHOD

Precurriculum Assessment Period All subjects were administered the 12-item Series A of PRAM II and the Peabody Picture Vocabulary Test, form b ted in two 45min sessions per week, for a total of 8 wk, or approximately 12 hr of classroom contact time. [...] The teachers for the special curricula were three Euro- and three Afro-American undergraduate college women, who had had some previous experience, but no special training, in working with preschool children. [...] In the race-related curriculum school, the children in each of the three race-of-teacher groups were presented the curriculum material in the same format each session. In the first session each week, the children were read a story relating to skin color, the colors black and brown, interaction between Afro and Euro children, or a “Black hero.” Following the story, the children asked questions and discussed the story. A related art activity was then introduced employing black, white, and brown construction paper, paint, and other art materials. The second weekly session followed essentially the same format as the first, sometimes involving the completion of unfinished art activities or the introduction of a new story. At the end of every session, the children played a variation of Yancey’s black-white box game. For this game, the children were shown a white can and a black can and were told that one of the cans would give them a surprise. Each session, each child got to choose which can he wanted, the black or the white. In the black can was a slip of paper directing the teachers to give the children a piece of candy or chewing gum. In the white can was a neutral informational message, usually about the weather. In the nonrace-related curriculum school, the curriculum material followed a format similar to the race-related curriculum, but with no racially oriented material involved. [...]

Postcurriculum Assessment Period The postassessment was conducted approximately 3 wk following the end of the curriculum period. [...]. Each child was administered the 12-item Series B of PRAM II, followed by the Color Meaning Test II.