This report reviews studies on social interactions in desegregated schools and synthesizes reports on differences in the experience of schooling of black females as compared to schooling of white females. The literature on the subject, though sparse, indicates that in the early grades both white and black females have a lot in common, despite some cultural differences in behavioral style. Teachers reinforce the academic behavior of white females and the social behavior of black females. Self-perceptions and evaluations of other pupils are affected by the teachers' differential treatment. By middle school, perceived similarity becomes an increasingly important criteria in friendship selection, so cross-racial friendships are inhibited. Females interact with a smaller number of classmates than do males, further restricting cross-racial friendships. Teachers fail to teach bi-racial friendship strategies. On the whole, however, teachers are probably unaware of this differential treatment. The following recommendations for change are made: (1) teachers should be made aware of their behavior; (2) teachers should learn about the cultural and behavioral differences among children; and (3) future studies should determine whether differences between white and black females are a result of racial, social, class, or ethnic variables. A list of references is included. (PS)