Sociometric choices of 100 gifted disadvantaged children in 4 intermediate racially integrated classrooms were analyzed. The relationship of choice of seating, working, and playing companions to race, sex, and intelligence was studied. Substantial cross racial choices were made; however, various factors, such as sex and racial proportion in the classroom, appeared to influence the nature and kind of choice. Resulting sociometric patterns did not justify generalizations regarding social structures in integrated classrooms beyond the statement that some cross racial social choices can be expected for this age group.
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