This investigation studied children of different races, socioeconomic backgrounds, and sexes, and attempted to identify the components by which they arrive at their self-evaluation. The study used a pre-tested 30 item self-esteem measure. The study also used a test anxiety scale, an achievement orientation scale, and an arbitration scale. The study used a representative sample of 210 fifth grade students in the Evanston, Illinois school system. The findings of the study indicated that there were no significant differences on any measures of self esteem at this pre-adolescent age by sex. There were significant differences in general found between school and peer self-esteem by socioeconomic status (SES) with esteem rising as SES rises. There were significant differences by race with SES controlled in school self-esteem by and achievement orientation. The higher SES subjects scored significantly higher on all but one of the self-esteem measures. A significant intercorrelation of all measures of self-esteem was found for only the children of white collar whites. There were significant variations in the degree to which and order in which the area-specific self-esteems and other measures of self-concept predicted general self-esteem across both SES and race lines. The significance of the study lies in suggesting that SES exercises a greater negative influence on self concept than race. (Author/JM)