The study investigated interpersonal space among black and white Midwesterners as perceived through photographs. The stimuli consisted of four sets of photographs showing teacher-student dyads in spacings ranging from 12 to 84 inches. There were four models: white teacher (W), white student (w), black teacher (B), and black student (b). The photos depicted Ww, Bb, Wb, and Bw dyads. All subjects, 24 of each race, viewed all pictures. For each set, they made three judgments, choosing the pictures which represented to them: (1) the most appropriate spacing, (2) enough forward movement to change the interaction, and (3) enough backward movement to change the interaction. Main results were: (1) in all three choices blacks placed less space between interactants than whites, and choices 1 and 3 were significantly different; (2) when interactants moved close enough together so that respondents thought it would make a difference in their communication, there was no general agreement on the meaning of that close distance; (3) when they moved far enough apart to make a difference, the meaning communicated was negative; (4) two measures of actual proxemic behavior were taken, one of which significantly correlated with the stimulus choices; (5) there was a suggestion in the data that blacks use spatial manipulation more than whites during a conversation to punctuate various changes in content and context. (Author/JM)