36 black and 36 white junior high school boys participated in a biracial group task. Based on initial testing on the task the subjects were paired with a partner of the opposite race. One third were paired with a slower partner, one third with a faster partner, and one third with a partner of approximately equal ability. However, debilitating anxiety among some of the black students affected their performance on the initial task so that the performance biracially was confounded. The implications of this anxiety and its changes over time are, discussed briefly.
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