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Reinforced racial integration in the first grade: a study in generalization
N Hauserman1, S R Walen, M Behling
1Towson State College.
Journal of Applied Behavior Analysis
|July 1, 1973
Summary
Reinforcement techniques effectively promoted racial integration in schools. Positive reinforcement led to significant generalization of social integration during free play among Black children in a white classroom.
Area of Science:
- Educational Psychology
- Social Psychology
- Child Development
Background:
- Racial integration in schools is a current practical concern.
- Understanding factors promoting social integration is crucial for inclusive educational environments.
Purpose of the Study:
- To investigate the effectiveness of social and tangible reinforcement in promoting racial integration.
- To examine the impact of reinforcement on the social integration of Black children in a predominantly white classroom.
Main Methods:
- The study involved five Black children in a predominantly white classroom.
- Interventions included teacher directive with reinforcement and positive reinforcement alone.
- Target behavior was "sitting and seating with a new friend" in the cafeteria.
- Treatment effectiveness was assessed in the cafeteria and generalized to a free-play period.
Main Results:
- Reinforcement techniques significantly promoted social integration.
- Generalization of integrated social behavior was observed during free-play periods.
- Variability in individual responses to reinforcement was noted.
Conclusions:
- Reinforcement strategies are effective tools for fostering social integration in diverse school settings.
- Positive reinforcement can lead to generalized improvements in social interactions.
- Further research can explore nuances of reinforcement application for diverse student populations.