The impact of school racial context (percentage of Anglo students in school and degree of Anglo peer group integration) and student background characteristics (sex, race, educational attainment of father of school racial context differed for Blacks intentions was addressed. A random subsample of Anglo (1,367), Black (1,172), and Hispanic (430) students was selected from all students in grades 8 and 11 in 19 junior and 9 senior high schools in 3 school districts in California (Monrovia, Pasadena, Oxnard) and 1 in Washington (Tacoma). Regression analysis measured the contribution of each independent variable. Results indicated that student background characteristics had a persistent effect on aspirations and expectations, even when controlling for student performance. The differential effect of student socioeconomic background and academic competence had mixed results for the three groups. The effect of school racial context differed for Blacks and Hispanics; for Black students the percentage of Anglo students in the school had a positive effect, while for Hispanic students the opposite was the case. School racial context affected minority male students but not minority female students. Further elaboration of the models is needed to account for differences in results for the three groups and between males and females. (Author/MH)