Cialdini raamat
as they do with their own. Years after formal school integration, there is little social
integration. The students clot together ethnically, separating themselves, for the
most part, from other groups (Dixon et aI., 2005; Oskamp ~ Schultz, 1998). Second,
even if there were much more interethnic interaction, research shows that becom-
ing familiar with something through repeated contact doesn't necessarily cause
greater liking (Gaertner et aI., 1999). In fact, continued exposure to a person or object
under unpleasant conditions such as frustration, conflict, or competition leads to
less liking (Richeson ~ Shelton, 2007; Swap, 19n; Zajonc, Markus, ~ Wilson, 1974).
The typical American classroom fosters precisely these unpleasant conditions.
Consider the illuminating report of psychologist Elliot Aronson, called in to
consult with school authorities on problems in the Austin, Texas, schools. His de-
annaabi.ee 
