Beliefs in Internal-External Control of Reinforcement among Blacks in Integrated and Segregated High Schools

Abstract

2 groups of 28 and 27 16- to 18-yr.-old Black high school students in Southern California, matched for age, socio-economic status, scholastic aptitude and years in a particular high school, were given the Rotter I-E Scale. Blacks in an integrated school were significantly more externally controlled than Blacks in a segregated school. Blacks in an integrated school may feel they have no power or authority to define themselves. Upgrading of schools in Black communities may facilitate redefinition.