We examined race and gender stereotypes in fourth-, sixth- and eighth-grade White and Black children. The participants reported their perceptions of the competence of Black, White, female and male children in academic domains, sports and music. In general, low-status groups (girls and Black children) did not endorse stereotypes that reflected negatively on their own group but were likely to report stereotypes that favored their social group. High-status groups (boys and Whites) endorsed most traditional stereotypes, whether negative or positive, for their social group. Where age differences appeared, older children were more likely than younger children to report traditional stereotypes and status effects were more pronounced. The results are discussed in terms of group enhancement and relationships between social stereotypes and self-views.