FIVE STUDIES ON INTEGRATION PROBLEMS WERE UNDERTAKEN AT THE CENTER FOR HUMAN RELATIONS STUDIES OF NEW YORK UNIVERSITY. ONE, BY ROSNER, STUDIED WHETHER A MAJORITY OF YOUTHS, WHEN PLACED IN SETTINGS IN WHICH THEY WERE THE MINORITY, ASSUMED CHARACTERISTICS WHICH WERE ROUGHLY DESCRIBED AS MINORITY BEHAVIOR. IN SPITE OF THE GENERAL CULTURAL VALUES WHICH GIVE WHITE PEOPLE STATUS AS WHITE, THERE WAS EVIDENCE THAT BEING A MINORITY PERSON IN A SITUATION WHERE RACE WAS IMPORTANT HAD ITS IMPACT UPON PERSONALITY. SELF PERCEPTIONS, ATTITUDES, AND BEHAVIORS TENDED TO REVERSE. SCHOOL BOARDS AND SUPERINTENDENTS OF SCHOOLS SHOULD NOT ASK PEOPLE IF THEY WANT TO INTEGRATE, INSTEAD THEY SHOULD MAKE A FIRM STATEMENT OF POLICY AND NOT EQUIVOCATE. THEY SHOULD NOT ALLOW THEMSELVES TO BE PUT ON THE DEFENSIVE ABOUT ALLOWING INTEGRATION IN THE SCHOOLS, THEY SHOULD PLAN WITH AND NOT FOR THE MINORITY GROUPS. COMMUNITY RESOURCES SHOULD BE MOBILIZED TO CREATE A CLIMATE CONDUCIVE TO GOOD INTERGROUP RELATIONS. THIS ARTICLE IS PUBLISHED IN THE "JOURNAL OF EDUCATIONAL SOCIOLOGY," VOLUME 28, NUMBER 2, OCTOBER 1954.