The interaction between community forces and family structure as these relate to levels of aspiration, achievement motivation, and achievement values among Negroes is examined. The total sample consisted of 2,826 Negro and white students from four schools in a large, northern city and four schools in a large southern city. Also involved were two follow-up samples. The following dependent variables were used in most of the analyses: (1) verbal ability, (2) grades in school, and (3) amount of expected future education. Independent variables were grouped as follows: (1) social structure, (2) personality and attitude variables, and (3) family structure. Among the findings were the following: (1) large differences exist between vocabulary test performance of northern and southern urban high-school students; and (2) a student's self-concept of academic ability correlates strongly with his actual grades and anticipated future education. In addition, a study which investigated the effect of race of experimenter and approval or disapproval on need for achievement scores, hostility scores, and vocabulary scores of Northern and Southern Negro students is also reported. (Author/SK)