the questions and attributed positive attributes to the white dolls. The Clarks concluded that "prejudice, discrimination and segregation" caused black children to develop a sense of inferiority and self-hatred. Phipps Clark concluded, “If society says it is better to be White not only White people but Negroes come to believe it. And a child may try to escape the trap of inferiority by denying the fact of his own race.” The original experiment led the way to other experiments conducted by Phipps Clark and her husband. Phipps Clark interviewed three hundred children from different parts of the county where schools were segregated and found the same results. As part of the doll experiment, Phipps Clark also gave the children outlines of a boy and a girl and told them to color the outlines the same color as themselves. Many of the black children colored themselves white or yellow. The conclusion of the doll tests and the segregation tests demonstrated that segregation in schools affect children negatively. The study used identical dolls; the only difference was the skin tone of the doll. Additional research Mamie and her husband conducted multiple studies prior to their famous doll study. In 1939, they conducted a study to determine when self consciousness, specifically racial consciousness develops in African American children. Segregated African American children ages 3–5 years were given line drawings of white and colored boys, along with line drawings of different animals. Children were then asked to identify which picture described themselves or someone close to them. The results of their study showed that some 3-year-old children chose animals to describe themselves, while 4-year-old children never did. This suggests that around the age of 4, children begin to understand that they are distinctly human which the researchers suggest develops before children understand that they are a part of certain groups of individuals. In addition, the study found that children begin to identify themselves as white or colored around the same age. There was an increase in colored identification in the 4-year-old children compared to the 3-year-old children, however, this trend was not significant between 4 and 5-year-old children. The researchers did not believe that children stop continuing their racial identity development at age 5, but they suggested that their way of measuring this was not advanced enough to capture this development. Mamie and her husband's work allowed future researchers to use similar methodology and