This study examined differences in educational experiences and performance of white, black, and Hispanic graduate students. The 1,352 students in the sample were selected from four large public research universities and were polled using a 142-item questionnaire, organized in the following categories: (1) demographic characteristics (sex, gender, race, and age); (2) undergraduate education; (3) transition from undergraduate school to doctoral program (time off, financial indebtedness, attendance status, change of major field); (4) experiences while enrolled in graduate school (faculty mentors, student interactions, time spent studying); (5) sources of financial support; (6) doctoral program outcome (grade point average and satisfaction with program) While the study found some similarities among the students surveyed, racial group differences were more significant; it was found, for example, that black students came from the poorest socioeconomic backgrounds, had attended less selective undergraduate institutions, and were less likely to major in science at the undergraduate level; that Hispanic students were more often full-time students, were more likely than black or white students to receive fellowships, and were more likely to be science majors in graduate school; that Hispanic students had the greatest amount of social involvement; and that black students felt more strongly than whites that mentors were supportive. (Contains 27 references.) (CH)