Racial, sex, and family background differences of ninth- and twelfth-grade students in feelings of individual control over environment were analyzed from the data of the Coleman Report. For the ninth-grade group of black students the situational components of social class level of classmates, racial composition of the classroom, and close friendships were studied. Family background differences and alternative situational factors were statistically controlled to determine their relationship with feelings of destiny control. Each situational component was significantly related to students' feelings of powerlessness, but only classroom racial composition remained significant when the other factors were controlled as well. For the twelfth-grade sample of white and black students the results were interpreted to show that racial and sex differences in feelings of destiny control were explained more by measures of social inferiority than by indicators of class or family structure. (NH)