This study attempts to evaluate the psychologic effects of school desegregation on seventh-, eighth, and ninth-grade students in three Southern cities by using a standardized self-concept scale. Previous research leaves us with the basic assumptions that prior to 1954 black children in seventh, eighth, and ninth grades in public schools in the South had low self-concepts when compared with white children of similar age and grade. This thesis underlies the hypotheses of this study. The first task of this book is to review the literature on identity, racial awareness and prefernece, and self-concept studies of black children done in the 1950's and 1960's. Another assumption underlying the hypotheses of this study is that the social changes resulting from the 1954 decision have had an effect on self-concept changes in Southern black children. Therefore, the second task is to review that decision and the historical events preceding and following it. The data from each city which comprises Parts Two, Three, and Four of the book are presented separately, but the conclusions, Part Five, are drawn from the data retrieved from the three cities. School desegregation presents many problems in many areas. As a multifacet problem it needs to be viewed from many perspectives. Although the concern of this study is mainly psychologic, where historical, social and political data is needed to give more insight into the psychologic problems and explain the results of the study, they are included. (Author/JM)