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Radical increases in racial animosity between white and black officers were found from the time of entering the academy until eighteen months later. All officers seemed to become more hedonistic, impersonal, and detached, and to develop feelings of hostility toward authority figures. As black officers progressed through the academy and on into regular police work, they became increasingly negative toward whites and disillusioned with the department; they began to shift in the direction of a greater sense of black unity and polarity against whites. While blacks saw greater preference being given to whites, white officers perceived the converse with the result that they became also more ethnocentric and polarized. Little evidence was found to indicate that a police experience molds men to feel a greater sense of social concern, or that it motivates them to improve relationships between races.

PROBLEMThere are two contradictory viewpoints regarding the type of familial atniosphere which is most conducive t o achievement motivation, namely the free permissive type of environment and the more authoritarian or restrictive type of home setting. Proponents of the former view cite such animal studies as Christie's'') and Thompson and Melzack's ( 9 ) which shotved retardation in various psychological traits as a result of early restriction. Psychoanalysts such as C r e e n a~r e '~) have argued that the frustrations engendered by parental restraints may impair intellectual efficiency because of an increase in sado-masochism and resulting anxiety in the child. On the other side of the issue stand P e a r~o n '~) and Liss(b) n h o look upon the acquisition of kno:\ledge and society's symbols as a process of sublimation. They feel that if a child is allowed too much freedom he ]Till remain a t the mercy of the pleasure principle.Perhaps one source of confusion in this issue has been the tendency t o use such words as "democratic" t o stand !or the "good" parent, and "authoritarian" to stand for the "bad" parent, while the actual operational definitions of these nords vary from investigator t o investigator. It is questionable ~3 hether any parent can completely escape the role of an authoritarian during the formative years of a child's life. I n this respect Lewin(4) has identified t m o different kinds of restrictive parental attitudes, one of which sets certain limits upon the child's behavior .vlhile a t the same time encouraging him t o engage in acceptable activities. The other, houever, issues "blanket warnings" leaving the child insecure and afraid to engage in any new behavior. The importance of parental intervention is also contained in the book of McClelland ( 6 ) and Winterbottom (I1) who have emphasized the importance of parental demands upon achievement motivation. Such demands for certain standards of excellence in the child would seem to imply something different than mere passive permissiveness. It is therefore the thesis of this paper that the parents of high academic achievers \till actually be less permissive and accepting in the treatment of their children than the parents of low academic achievers. SUBJECTSParents of Gifted Students. One group consisted of the mothers of forty junior high school students of gifted intelligence (I& of 130 or more on the Stanford-Binet).Twenty of these students (ten girls and ten boys) had maintained a uniform grade point average of "A" o~e r a, previous two-year period and they were identified as high achievers. A group of low achievers (ten girls and ten boys) were matched to these students t o within five I& points on the Stanford-Binet, and t o aithin six months in age. These low achieving students had maintained only a "€3 minus" or lower grade point average throughout the previous two-year 9eriod of their school history. An attempt VI as also made to equate the groups for socio-economic status by matching high and low achievers on the basis of their fat...

White and black police officers were seen in weekly sessions involving role playing and interpersonal feedback during academy training, the purpose being to improve communication and relationships between black and white officers. Contrary to expectation, white officers became both more sensitized to the presence of black‐white problems and more prejudiced toward blacks, whereas black officers who attended became more positive toward whites. It was felt that results were due in part to a perception by white officers that the program was initiated for the benefit of blacks rather than for all.

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