Data on Scholastic Aptitude Test (SAT) scores by race are analyzed in order to explain observed differences in scores among racial and ethnic segments of college-bound test takers. A social psychological correlate that mediates between environmental factors and SAT performance is emphasized. Consideration is given to the finding that blacks at the same level of test performance exhibited greater self-esteem than did whites on 14 self-rated abilities. Observed differences were not explained by a number of covariates introduced as statistical controls. Differences in self-esteem are observed to exist at constant levels of high school grade performance, eliminating the easy explanation that any self-esteem differential is an artifact of test score bias. College-bound blacks and whites evaluated themselves on the same dimensions of ability, and the level of self-esteem among blacks depended less on academic achievement in high school than did the level of self-esteem among whites. The potential use of self-esteem and self-concept measures as predictors of college performance is addressed. (Author/SW)