Selected student attitudinal variables which are felt to represent important educational outcomes especially relevant in integrated school environments are examined in this paper. The purpose of the investigators was to determine the antecedents of these variables in integrated intermediate and middle schools. In addition, an attempt is made to relate the current findings to those of other researchers by pointing out areas of both agreement and conflict. Student attitudinal variables considered include academic self concept, racial prejudice, an Anglo friendship measure, aspirations, and responsibility for academic successes and failures. The selected antecedent variables include such background and achievement characteristics as sex, achievement level, family socioeconomic status, busing status, class proportion Anglo, class achievement level, present school proportion Anglo, and elementary school proportion Anglo. In addition, to focus on differences among Anglos, Blacks, and Mexican Americans, separate analyses are presented for each ethnic group. A total of 73 Dallas, Texas, schools were involved in the survey, 20 of them naturally integrated and 52 impacted by a 1976 Federal court desegregation order. Separate samples were conducted at the fourth, fifth and eighth grade levels. (Author/GC)