In order to understand the adjustment of blacks in an integrated situation, it is vital to study the response of the whites to the blacks in those situations. This study is an analysis of data collected in the summer of 1970. The area of inquiry is the subjective one of emotional climate, feelings of affect, evaluations, and socio-emotional behavior in an integrated setting. The study investigated the behavior and attitudes of black and white junior high school boys in small, "task-oriented" groups. The focus is on the assertive member in each group. The most assertive group member is defined as position number one on initiation and/or influence in his group. The investigation was to answer two broad questions: (1) Are there any differences between the way black and white subjects feel and behave toward assertive members who are black and toward assertive members who are white in these groups? and (2) Is the nature of assertive behavior different for black and white subjects? The practical importance of studying assertive behavior and responses to it lies in the necessity of school personnel to plan for possible differences in behavior in integrated classrooms. The data analyzed in the study was collected by Elizabeth Cohen in her Expectation Training II project. The major purpose of her study was to change the racial status in small, "task-oriented" groups composed of two white and two black junior high school boys. (Author/JM)