Data are reported from a mail survey of a stratified sample of white and black undergraduate students at Northwestern University during winter 1977. The study deals with three areas in which socialization through education could be expected to differ by race and sex: self-esteem, academic involvement, and expectations about family and career. Two features of the university that operate to sort students in general, academically, and socially, are introduced to examine their effects in each of these three areas. The two features are grade point average and sorority or fraternity membership. A majority of the students perceive themselves as above average in self-esteem, a perception not altered by grade point average but correlating positively with sorority/fraternity membership. Blacks are less academically involved than whites, although race and sex differences are insignificant among high achievers. Females are more committed to careers for themselves than males expect for their wives. Higher academic performance increases commitment to a continuous career pattern for women among all groups but black males. Black males who perform well academically may perceive themselves as maintaining a middle class lifestyle on a single income. Among whites, independents endorse a more egalitarian career and family life style than do sorority/fraternity members. (Author/MSE)