The relationship of socialization, sex differences, and achievement in elementary school is examined in this research. Data were collected from an all black, lower-class, elementary school and a racially mixed, middle-class, elementary school. Results indicate that sex-related student differences follow a general pattern regardless of which school the students attended. Fifth grade boys perceive themselves as more independent and peer-oriented while girls are more dependent on family and teacher feedback and approval. Boys describe themselves as more self-satisfied, aggressive, dominant, work-oriented, and interested in getting along with peers. However, certain attributes which the majority of boys value are counterproductive for academic achievement. The boy who depends on an aggressive work orientation and endurance to cope with the demands of school is among the lowest achievers. These aggressive achievement motives come into conflict with student role expectations in relation to the authority figure of the teacher. As a socializing institution the school is successful in lessons of self-abnegation, dependency, deference, and passivity and thereby reflects the bias of the wider society. (Author/DE)