This study focuses on several questions about racial and ethnic contact in the Milwaukee Public Schools: the kinds of good intraracial and intraethnic contact that have occurred; how much of the conflict is interracial and how much is intraracial; when conflict occurs, which members of the groups are victimized; who the victims of thefts are; who are assaulted, embarrassed, humiliated, or put down because of race, ethnic origin, physical characteristics, or ability. The effects of this conflict and victimization may have on the students' subsequent attitudes and feelings, their career choices, and their academic performance are examined. Also examined are the socioeconomic and educational backgrounds of the parents. A second group of questions concern the effects that racial conflict and other school experiences have in drawing or driving students into integrationist versus separatist (segregationist) positions. This study is based on a longitudinal design in which the same students have been interviewed and will be re-interviewed two times more during two different years. In this report, the correlates of separatist versus integrationist sentiments are discussed, but the direction of causality is held to be undeterminable until further accumulation of data. (Author/JM)