By Martin M. Grossack Ph.D. (auth.), Martin M. Grossack Ph.D. (eds.)

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Negro children in segregated schools, on the other hand, are not only deprived of this stimulation, but in comparing themselves to other children paradoxically feel more depressed and less able to compete adequately (41), despite the fact that their actual contacts are confined to children in the encapsulated community who are patently no better off than they are. Apparently then, they must use idealized mass-media models as the basis for comparison. Other factors also contribute to the more serious school retardation of segregated Negro children: The incentive of reaching the average level of proficiency in the group is not very stimulating since the mean and even the somewhat superior child in this group are still below grade level; broken homes, unemployment, and a negative family atmosphere are more prevalent; teachers are of poorer quality, tend to be overly permissive, and to emphasize play skills over academic achievement; and pupils perceive teachers as evaluating them more negatively and as more concerned with their behavior than with their school work (41).

Nevertheless, until adolescence parents remain the major socializing agents and source of values in the child's life. Compared to the derived status obtained from parents, the primary status available in school and peer group plays only a subsidiary role in the total economy of ego organization. EGO DEVELOPMENT IN SEGREGATED NEGRO COMMUNITIES In Early Childhood Many of the ecological features of the Harlem Negro environment that impinge on personality development in early childhood are not specific to Negroes as such but are characteristic of most lower-class populations.

Over 90 per cent of the respondents were able to find some good things about being a Negro. The most frequent responses were the progress Negroes have and are making in all fields of life, the challenge to achievement required by their group membership, the talent of Negroes and their contributions to society. Many personal characteristics of Negroes were given such as tolerance of frustration, ability to learn, and loyalty as citizens despite inequality of treatment. Seventeen respondents mentioned Negro religion as a favorable quality.

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