The research reported in this document studies how status characteristics of adults and children affect adults' ability to raise a child's expectations for his own performance at school-like tasks. This paper focuses upon racial characteristics of both adults and children. The experimental procedure is as follows. An adult works with one child selected from a four-child group following a prescribed pattern to raise that child's expectations. The experiments reported here involve children in mixed race groups, two black children and two white children per group, with either black or white experimenters. Children in second, third, and fourth grades who attended an integrated school in Baltimore served as subjects. Middle-class young adult women, some black and some white, served as experimenters. When the race of the experimenter matches the race of the treated child, significant increases in the expectations of the treated child occur. But when race of the experimenter differs from that of the treated child, significant increases occur for black children interacting with white adults, but not for white children interacting with black adults. These effects for children in racially-mixed groups disagree with earlier work on single-race groups. (Author/JM)