Fifty-three fourth- and fifth-grade Black American students completed questionnaire measures of their preferences for working cooperatively, competitively, and individualistically in their homes and classrooms. Students' perceptions of family members' and teachers' approval of each type of behavior were also measured. Students perceived that adults approved of cooperative behaviors regardless of gender and context. However, there were gender differences in perceived adult approval of competitive or individualistic behaviors. Boys reported more approval for competitive and individualistic behaviors in both contexts than girls did. Additionally, girls and boys had similar desires to work competitively at school. Results were interpreted as demonstrating that both contexts fostered competition and independence in boys more than in girls. (Contains 2 tables.) [This article is based on a thesis by the first author that was completed under the supervision of the second author and submitted to the University of Pittsburgh in partial fulfillment of the requirements of the Masters of Science degree.]