A cross-sectional study of self-image and racial and sexual differences in self-attitude in a fully integrated public school system is reported. The subjects were all students in the kindergarten, 3rd, 6th, 9th, and 12th grades. The instruments chosen for the study were the Self-Social Symbols Tasks, Gough Adjective Check List, Edwards Personal Preference Schedule, a form of the Semantic Differential, and a subjective paragraph describing present self and ideal self. The major findings are as follows: Over the range of grades measured there is no significant racial difference in self-esteem, but black self-esteem appears to be lower than that of whites at the kindergarten level and higher than that of whites at the 12th grade level. Female self-esteem tends to be higher than that of males. Blacks have less esteem for and tend to identify less with father, teacher, and friends than do whites. The teacher has relatively low esteem for and lack of identification with all subgroups. Black students show greater individuation and less social interest than whites. An abasement-succorance-aggression need pattern is observed at the 3 higher grade levels for all subgroups. Detailed findings, including means, standard deviations, black/white comparisons, and male/female comparisons on all the scales of all the instruments, are provided. The study concludes with recommendations for remedial action. (DG)