Self concept was studied in three groups of adolescents--desegregated Negroes, segregated Negroes, and whites. A proportional sample consisted of ninth grade students in a rural county in Delaware which by 1965 was desegregated through the eighth grade. A composite score was used of the eight Self-Social Symbol Tasks: esteem, dependency, individuation, centrality, complexity, grouping, identification, and power. Identification appears to be the factor yielding the most significant differences among the three groups. Segregated Negroes tend to identify most with significant others, whereas whites identify least. In general, this pattern was also revealed in the analysis of variance of the mother, father, teacher, and friend items of the identification tasks. It is speculated that the segregated Negroes' identification with significant others reflects a need for social approval. Statistical data are presented in three tables. (NH)