This research summary is said to attempt to solve some of the documented limitations in the self-concept literature by analyzing racial variations in a causal model of the formation of a specific component of self related to the "school learning experience"--academic self-concept. The data for this research came from a larger study of the achievement behavior of 99 black and 127 white high school youths. In the fall of 1972 a stratified, probability cluster sample of high school sophomore males was drawn from a large metropolitan area of the midwest. An analysis comparing demographic characteristics of the sample with county, state, regional, and national census data (1970) revealed no appreciable bias in the analysis data set. Respondents were interviewed in group settings and were paid to participate in the study. The results reveal that: (1) significant other influence manifested similar significant effects for both control groups; (2) academic performance had a significant impact for both control groups; however, the effect was more pronounced for black youth; (3) the impact of verbal ability was primarily direct for white youth and indirect for black youth; and (4) mothers' educational achievement had a significant direct effect on academic self-concept for the black respondents. (Author/JM)