THE SUBCULTURE IS EXTREMELY SIGNIFICANT IN THE CHILD'S STATE OF PREPAREDNESS FOR LEARNING AT THE TIME OF ENTRY INTO SCHOOL. HIS SELF-CONCEPT, LEVEL OF ASPIRATION, MOTIVATION, AND OVERALL APPRECIATION OF THE EDUCATIONAL PROCESS AND ITS GOALS ARE PRODUCTS OF HIS ENVIRONMENT. THE SUBCULTURE OF THE NEGRO HAS BEEN, AND STILL IS, CHARACTERIZED BY RESTRICTION, FEAR, ANXIETY, POVERTY, ILLITERACY, AND APATHY TOWARD EDUCATION. WHEN NEGRO CHILDREN, TYPICAL PRODUCTS OF THE NEGRO SUBCULTURE, ARE SUDDENLY THRUST INTO THE INTEGRATED SCHOOL SITUATION, THEY WILL EXPERIENCE FEELINGS WHICH TEND TO BE DETRIMENTAL TO THEIR PERFORMANCE. SOCIAL THREAT OR REJECTION AND ISOLATION OF THE NEGRO CHILD BY HIS WHITE PEERS IN SCHOOL MAY BE SIGNIFICANT FACTORS IN THE LOWERED PERFORMANCE OF NEGROES. EVIDENCE INDICATES THAT NEGRO STUDENTS HAVE FEELINGS OF INTELLECTUAL INFERIORITY WHICH ARISE FROM AN AWARENESS OF THE WHITE GROUP'S STEREOTYPE OF NEGROES. THUS, THE BELIEF IN THE LOW PROBABILITY OF SUCCESS WHEN IN COMPETITION WITH WHITES WOULD TEND TO REDUCE EFFORT. THE FEELING THAT HARM OR PAIN OR DISAPPROVAL WILL RESULT AS A CONSEQUENCE OF FAILURE IS ANOTHER TYPE OF SITUATIONAL EVENT WHICH WOULD ALSO TEND TO REDUCE EFFORT. EMPHASIZING POSITIVE ATTITUDES AND ASPECTS, ORGANIZING ACTIVE CAMPAIGNS FOR RAISING FUNDS, ATTITUDES AND STANDARDS, AVOIDING UNCONSCIOUS PREJUDICE BY PUSHING INTERRACIAL CONTACTS, REASSESSING TESTING METHODS, AND SUPPORTING CIVIL RIGHTS ACT ARE ACTIVE WAYS IN WHICH EDUCATIONAL ADMINISTRATORS AND POLICY-MAKERS CAN FACILITATE THE PROCESS OF SCHOOL DESEGREGATION. THIS PAPER WAS PRESENTED AT THE FLORIDA AND SOUTH GEORGIA INSTITUTE FOR SUPERINTENDENTS AND BOARD MEMBERS ON THE CIVIL RIGHTS ACT OF 1964, FLORIDA, FEBRUARY 24-26, 1965.