These two "racial" classification results, determined either by Student's or their School's, are highly variable and, based on a Chi-Square Analysis, are statistically significant from each other. They are determined solely by perceptions as to what constitutes a "racial" group.

Using gene frequencies at a number of loci in both Black and White populations, a 1953 study of racial intermixture determined that the rate of gene inflow from White to Black populations, where at the time each population was segregated, to be about 4% per generation. The study did not consider the reverse situation, i.e., gene inflow from Black to White Populations, nor genetic migration involving other "racial " groups. While, in some areas, segregation still exists de facto, this rate has undoubtedly increased since 1953. The consequences are highly heterogenous populations both genetically and phenotypically. Thus, we are reduced to historical, arbitrary, and, in the main, invidious measures in determining membership to any "racial" category.

Any serious review of these data leads to the following conclusions:

1. the Student's perception of his/her "racial" group is significantly different from that of the School's,

2. these perceptions are highly variable, and, as such,

3. the "racial" classification scheme is capricious, void of any meaning, and may, in fact, be destructive to the development of a positive self-image by Student's; exerting a centripetal influence on student achievement.